B.ed (Hons) Scheme of Studies GCUF

Scheme of Studies for B.
Ed (Hons)
Semester 1
Course Code Course Title Credit
Hours
ENG-321 Functional English 3(3-0)
ISL-321 Islamic Studies/ Ethics 2(2-0)
EDU-305 Child development 3(3-0)
URD-321 Urdu 3(3-0)
EDU-307 General Science 3(3-0)
EDU-311 General Methods of Teaching 3(3-0)
CH: 17
Semester 2
ENG-322 Comprehension and Composition 3(3-0)
CSI-321 Introduction to Computing Applications 3(3-0)
EDU-306 Classroom Management 3(3-0)
MTH-111 Basic Mathematics-I 3(3-0)
PST-321 Pakistan Studies 2(2-0)
EDU-312 Methods of teaching Islamic Studies 3(3-0)
CH: 17
Semester 3
ENG-421 Communication Skills 3(3-0)
EDU-403 Teaching literacy Skills 3(3-0)
BGD-317 Art, Craft and Calligraphy 3(3-0)
EDU-407 Teaching of Urdu/Regional Languages 3(3-0)
EDU-409 Teaching of General Science 3(3-0)
EDU-431 Teaching Practice-1 (Internal) 3(0-3)
CH: 18
Semester 4
ENG-422 Technical Writing 3(3-0)
EDU-402 Classroom Assessment 3(3-0)
EDU-404 Teaching of English 3(3-0)
EDU-406 Teaching of Mathematics 3(3-0)
EDU-410 Teaching of Social Studies 3(3-0)
EDU-432 Teaching Practice-II 3(0-3)
CH: 18
Semester 5
EDU-501 School, Community and Teacher 3(3-0)
EDU-503 Foundations of Education 3(3-0)
PHY-321 Applied Physics-I 3(3-0)
MTH-112 Basic Mathematics-II 3(3-0)
EDU-509 Curriculum Development 3(3-0)
EDU-511 Comparative Education 3(3-0)
CH: 18
Semester 6
EDU-502 Contemporary Trends and issues in Education 3(3-0)
BOT-303 Funcational Biology-I 3(3-0)
MTH-321 Algebra and Trigonometry 3(3-0)
EDU-508 Educational Psychology 3(3-0)
EDU-510 Introduction to guidance and counseling 3(3-0)
EDU-512 Instructional and Communication Technology 3(3-0)
(ICT) in Education
CH: 15
Semester 7
CHM-321 Introductory Chemistry 3(3-0)
MTH-322 Introduction to Calculus 3(3-0)
EDU-607 Data Analysis in Education 3(3-0)
EDU-609 Research Methods in Education 3(3-0)
EDU-633 Teaching Practice-III 3(0-3)
CH: 15
Semester 8
EDU-602 School Management 3(3-0)
EDU-604 Test development and evaluation 3(3-0)
EDU-634 Teaching Practice-IV(Long Term) 6(0-6)
EDU-632 Research project 3(0-3)
CH: 15
Total Credit Hours 136
Course Code: ENG-321
Course Title: FUNCTIONAL ENGLISH
YEAR/SEMESTER: Year 1/Semester 1

DURATION: 3 credits, 48 class
hours PREREQUISITES: F.A./F.Sc.
Part 1: Grammar in context

 Basics of Grammar
 Parts of speech and use of articles
 Sentence structure, active and passive voice
 Practice in unified sentence(synthesis)
 Analysis of phrase, clause and sentence structure
 Transformation, Inversion of sentences
 Analysis of Complex sentences
 Subject, Predicate, Complements, direct & indirect objects
 Direct and Indirect speech
Part 2: Functional English in use

1. Making introductions
• Making effective self and peer introductions
• Taking useful introductory notes
2. Expressing requests and enquiries
• Forming appropriate requests and enquiries
• Responding to enquiries
• Requests versus commands
3. Greetings
• Greeting friends and family on different occasions and for different reasons
• Responding to a positive event
• Using formal greeting expressions appropriately
4. Gratitude
• Using formal and informal expressions of gratitude appropriately
5. Invitations
• Demonstrating the use of formal and informal expressions of invitation
• Developing verbal and written skills for invitations
• Responding to invitation requests by accepting or declining
6. Regrets
• Expressing regrets orally and in writing appropriately
• Saying sorry and accepting apologies
7. Following and giving directions
• Following directions from a map
• Giving directions to a location in oral and narrative and imaginative texts by composing stories and sharing
them in written and oral form.
8. Sharing narratives
• Reading short stories
• Reading excerpts, comic strips, interviews, and other common texts
9. Sharing unique experiences
• Summarizing and narrating true stories
• Solving word puzzles to develop language awareness
• Reading short stories and completing exercises to test comprehension
• Converting an event into a short story
• Using pictures as stimuli for narrative creation
Key Books:
 Eastwood, J. (2005). Oxford Practice Grammar. UK: Oxford.
 Wren & Martin. (2007). High School, English Grammar & Composition. New Delhi: S Chand &
Company Limited.
 Thomson &Martinent. (1992). A practical English Grammar. UK: Oxford.
 Swan, M. (2005). Practical English Usage. UK: Oxford University Press.
 Shah, S. (2006). Exploring the world of English. Lahore: IlmiKitabKhana.
References:
 Hewings, M. (2008). Advanced Grammar in Use. New Delhi: CUP. (For classroom teaching and
practice)
 Ur.P. (2008). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: CUP.
(Topics for Assignments may be chosen from this Practice book)
 Quirk, R.et al. (1983). Comprehensive Grammar of the English Language. London: Longman.
 Leech, G., and Jan, S. (1998). A Communicative Grammar of English. London: Longman.
 AllamaIqbal Open University, Compulsory English 1 (Code 1423) (Islamabad: AIOU Press).
 BBC. (2013) Learning English.
http://www.bbc.co.uk/worldservice/learningenglish/
 British Council. Learn English.
http://learnenglish.britishcouncil.org/en/
 British Council and BBC. Learn English.
http://www.teachingenglish.org.uk/
 Grammar software free download: 3D Grammar English.
http://freesoftwarepc.biz/educational-software/ download-free-software-3d-grammar-English-portable
ISL-321
Islamic Studies/ Ethics
Title of Course: Islamic Studies Credit
Hours: 3
Objectives
This course is aimed at:
1. To provide Basic information about Islamic Studies
2. To enhance understanding of the students regarding Islamic Civilization
3. To improve Students skill to perform prayers and other worships
4. To enhance the skill of the students for understanding of issues related to faith
and religious life.
Course Outline
Introduction to Quranic Studies
1) Basic Concepts of Quran
2) History of Quran
3) Uloom-ul-Quran
Study of Selected Text of Holly Quran

1) Verses of Surah Al-Baqra related to Faith (VerseNo-284-286)
2) Verses of Surah Al-Hujrat related to Adab Al-Nabi (VerseNo-1-18)
3) Verses of Surah Al-Mumanoon related to Characteristics of faithful (VerseNo-1-11)
4) Verses of Surah al-Furqan related to Social Ethics (VerseNo.63-77)
5) Verses of Surah Al-Inam related to Ihkam(VerseNo-152-154)
Study of Selected Text of Holy Quran

1) Verses of Surah Al-Ihzab related to Adab al-Nabi (VerseNo.6,21,40,56,57,58.)
2) Verses of Surah Al-Hashar (18,19,20) related to thinking, Day ofJudgment
3) Verses of Surah Al-Saf related to Tafakar,Tadabar (VerseNo-1,14)
Seerat of Holy Prophet (S.A.W)

1) Life of Muhammad Bin Abdullah ( Before ProphetHood)
2) Life of Holy Prophet (S.A.W) inMakkah
3) Important Lessons derived from the life of Holy Prophet inMakkah
Seerat of Holy Prophet (S.A.W) II

1) Life of Holy Prophet (S.A.W) inMadina
2) Important Events of Life Holy Prophet inMadina
3) Important Lessons Derived from the life of Holy Prophet inMadina
Introduction ToSunnah
1) Basic Concepts ofHadith
2) History ofHadith
3) Kinds ofHadith
4) Uloom–ul-Hadith
5) Sunnah&Hadith
6) Legal Position ofSunna
Selected Study from Text of Hadith

Introduction To Islamic Law & Jurisprudence
1) Basic Concepts of Islamic Law &Jurisprudence
2) History & Importance of Islamic Law &Jurisprudence
3) Sources of Islamic Law &Jurisprudence
4) Nature of Differences in IslamicLaw
5) Islam andSectarianism
Islamic Culture & Civilization

1) Basic Concepts of Islamic Culture &Civilization
2) Historical Development of Islamic Culture &Civilization
3) Characteristics of Islamic Culture &Civilization
4) Islamic Culture & Civilization and contemporaryissues
Islam & Science

1) Basic Concepts of Islam &Science
2) Contributions of Muslims in the Development ofScience
3) Quranic&Science
Islamic Economic System

1) Basic Concepts of Islamic EconomicSystem
2) Means of Distribution of wealth in IslamicEconomics
3) Islamic Concept ofRiba
4) Islamic Ways of Trade &Commerce
Political System of Islam

1) Basic Concepts of Islamic PoliticalSystem
2) Islamic Concept ofSovereignty
3) Basic Institutions of Government inIslam
Islamic History
1) Period ofKhlaft-E-Rashida
2) Period ofUmmayyads
3) Period ofAbbasids
Social System of Islam

1) Basic Concepts of Social System OfIslam
2) Elements ofFamily
3) Ethical Values ofIslam
Reference Books:
Ahmad Hasan, (1993), “Principles of Islamic Jurisprudence” Islamic Research Institute:
Islamabad: Pakistan, International Islamic University.
Bhatia, H. S. (1989) “Studies in Islamic Law, Religion and Society” New Delhi: Deep &
Deep PublicationsDr. Muhammad Zia-ul-Haq, (2001). “Introduction to Al Sharia Al
Islamia” Islamabad, Pakistan: AllamaIqbal Open University
Hameedullah Muhammad, „Introduction to Islam Mulana Muhammad
YousafIslahi,” Hameedullah Muhammad, “Emergence of Islam” , Islamabad:
IRI.
Hameedullah Muhammad, “Muslim Conduct of State” Islamabad, Pakistan: Hussain
Hamid Hassan, u leaf Publication.
Mir Waliullah, (1982), “Muslim Jrisprudence and the Quranic Law of Crimes” Islamic Book Service.
EDU-305
Child development
YEAR/SEMESTER: Year 1/Semester
1 DURATION: 03 credits, 48 class
hours PREREQUISITES: F.A./F.Sc
COURSE DESCRIPTION
The primary focus of this course is learning about children in order to become an effective
teacher. It provides prospective teachers with an overview of child development and
growth as an holistic process. The latest research and thinking with regard to the conditions
that affect
children’s learning and development will be addressed across developmental domains and
stages of development. Development of language and cognition as well as emotional, social,
and physical characteristics of children will be explored. Students will form their own child
development theory. Implications of child development theory for schools, teachers, and
society will be considered. Student will be provided with real experiences to study/observe
children at different levels of development. They will have an opportunity to enhance their
understanding of how people learn, individual differences and learning styles, and how
theories of learning and development relate to classroom learning and teaching. The course
will enable students to create learning environments that suit the needs of an individual child
as well as children ingeneral.
COURSE OUTCOMES
After completing this course, pre-service teachers/teachers will be able to:

 describe major theories and big themes in how childrendevelop
 compare the characteristics of various developmental stages according to
various theorists
 identify factors influencing the learningprocess
 design different age appropriate teaching methods based on developmentaltheory
 identify individual differences of students and children with specialneeds
 design different age appropriate teaching strategies based on developmentaltheory
 reflect on their conceptions about child development and its implications for
teaching andlearning.
LEARNING AND TEACHING APPROACHES
A variety of teaching and learning approaches will be used throughout the course, for
example, group work, peer learning, class debates and discussions. Students will
collaborate on performance-based tasks such as performing role plays, making
informational posters, and writing letters to teachers. The course links learning approaches
and assessments to provide Prospective Teachers with opportunity to accept responsibility
for their own learning.
SEMESTER OUTLINE
Unit 1 – Course Introduction (2 weeks/6 hours)
Unit one gives an overview of the course and the key models, theorists, and debates in
child development. Development is seen as an holistic process.
Overview of Growth and Development as a Holistic

Week 1: Process Psycho-social Models
Behaviourism and Socio-cultural Models
Cognitive Models
Week 2: Factors That Affect the Child: Key Issues and Controversies (3 Big
Debates)
Approaches to Classroom Development
Unit 2 – Early Childhood Development (2 weeks/6 hours)
This unit looks at the first three stages of child development: infant, toddler, and
preschool. It focuses on knowledge essential for elementary and middle school teachers
about how children grow and how this knowledge can inform intelligent practice in
children’s later years.
Unit Introduction and Infant
Week 3: Development 3 Domains of Toddler
Development
Developmentally Appropriate Practices for Toddlers
3 Domains of Preschool Child Development
Week 4: Developmentally Appropriate Practices for Preschool
Child Development
Unit Review
Unit 3 – Elementary School-Age Child Development (3 weeks/9 hours)
The physical, cognitive, emotional, and social development of elementary school-age

children (6-12 years old) are explored. Emphasis is on understanding the whole child.
Students will analyse stages of development during this critical period of growth. They will
have opportunity to consider how early childhood development can inform their study of
primary child
development.
Introduction to Elementary Child
Week 5: Development Aspects of Physical
Development
Encouraging Healthy Physical Development
Cognitive Development: Overview and Piaget’ Concrete
Week 6: Operational Theory
Cognitive Development: Industriousness and Intelligences
Emotional Development
Social Development: Changes and Parental Roles
Week 7: Social Development: Peer Interaction, Friendship, and Growth
The Role of Play in Primary Child Development and Unit
Review
Unit 4 - Adolescence and Development (3 weeks/9 hours)
Children undergo complex changes as they reach adolescence. The impact these changes
have upon adolescent cognitive development, social development and behaviours such as
motivation and identity-formation is examined. Critiques of adolescent developmental
theory are considered.
Intro and overview of physical development
Week 8: Physical dev. II: Individual/group differences
Social/emotional dv. I: Erikson, self and identity
Social/emotional dev. II: Adolescent peer group
Week 9: Social/emotional dev. III: Motivation/self-
regulation Cognitive/linguistic dev. I: Piaget
Cognitive/linguistic dev. II: Vygotsky
Week 10: Cognitive/linguistic dev. III: Appropriate
assessment Critics of adolescent developmental
theory
Conclusion/review
Unit 5 – Differences in Development and Special Needs (3 weeks/9 hours)
Focus is on learning differences. The role of the school and the instructor in managing
and accommodating learning difference in classroom practice is considered.
Perspectives on national educational policy in Pakistan on accommodating diverse
developmental needs are explored.
Differences in student learning styles
Week 11: Alternative sessions:
Understanding differences in light of Child development across
the elementary and middle school years
or
Gardner’s multiple intelligences theory and special needs
students Critique of Gardner’s theory
Scaffolding different learning styles
Recognizing disability and learning disorders I - emotional
Week 12: and behavioural
Recognizing disability and learning disorders II - language,
physical andsensory
Cognitive differences: Delays and giftedness
Addressing special needs in the
Week 13: classroom The perspective of national
policy
Unit reflection and review
Unit 6 – The Influence of Society and Culture on Child Development (3 weeks/9 hours)
Child development is influenced by families, society, schools, and teachers influence

child development. Students will reflect on major concepts of child development and
their implications for teaching and learning. The role of the teacher will be considered.
The family in child
Week 14: socialization Partnering with
families
Role of community and society
Inclusion and gender balance
Week 15: The school and learning environment
Role of the teacher in child
development
Teacher’s influence on student motivation
Week 16: Schools, families and communities as partners in child
development Reflection and review
SUGGESTED TEXTBOOKS AND REFERENCES
Bredekamp, S. &Copple, C. (eds.) (1999).Developmentally appropriate practice in early

childhood programs serving children from birth through age 8. Washington, D.C.:
National Association for the Education of Young Children.
Child Development Institute, http://childdevelopmentinfo.com/
Early Childhood Development (ECD) Pakistan Website: http://www.ecdpak.com/
Encyclopedia on Early Childhood Development: (Available in English and

Urdu) http://www.child-encyclopedia.com/en-ca/home.html
Howes, C. & Ritchie, S. (2002). A Matter of Trust: Connecting Teachers and Learners in the
Early Childhood Classroom. New York: Teachers College Press.
Howes, C. (2012). Culture and Child Development in Early Childhood Programs:

Practices for Quality Education and Care.New York: Teachers College Press.
RCC; ECD Programme.Nurture: Pakistan’s Pioneer Publication on Early Childhood Development.

http://www.ecdpak.com/nurture/about_nurture.html
Search-Institute.40 Developmental Assets for Early Childhood, K-3, Middle Childhood,

& Adolescents. http://www.search-institute.org/developmental-assets/lists
Steinberg, L. (1999). Adolescence, fifth edition.McGraw-Hill.
ASSIGNMENTS
Assignments will be listed on a separate handout. These assignments will contribute to
your learning and count toward your final grade.
GRADING POLICY
A variety of assessments will be used in the course, including mid-term and final examinations.
URD-321
General Science
EDU-307
YEAR/SEMESTER: Year 1 / Semester1
DURATION (Hours): 48 hours (16
weeks) CREDITVALUE: 03credits
PREREQUISITES: Matriculation (with a sciencesubject)
COURSE DESCRIPTION
This Science I course will refresh and strengthen prospective teachers’ subject matter
knowledge. It lays a foundation for the pedagogical content knowledge also required to
effectively teach general science in elementary school. The course covers core concepts in
physical science, life science, and earth science. Also covered are the teaching strategies and
instructional approaches that best support the development of conceptual understanding of
science.
Science I in Semester 1 is followed by Science II in Semester 3. Both courses integrate

science content with science pedagogy and skill building instead of teaching them
separately. Both content outcomes and process outcomes have been listed. This division in
the objectives between content and process is primarily one of convenience. It allows
outcomes to be adequately represented in a written document. In the classroom, content and
process should always be addressed simultaneously. After completing Science I and
Science II, the prospective student teachers will be well prepared to implement the National
Curriculum in elementary grades 1-5.
The Science I and Science II course materials are designed to prepare prospective
elementary teachers to teach inquiry science in grades 1-5. The (pedagogical) content
knowledge is chosen accordingly. Prospective science teachers who want to teach science in
higher elementary grades (6-8) should deepen their science knowledge further by attending
additional science classes offered in Year 3 and Year 4 of the B.Ed. (Hons) program.
COURSE OUTCOMES:
After completing this course, student teachers will be able to:
1. Describe the interdependence of ecosystems and the organisms within and
how changes affect populations and the equilibrium of a system. Relate
evolutionary forces to the diversity of ecosystems and of the species
withinthem.
2. Identify the effects of human activities and naturally occurring changes
on ecosystems and the consequences of thosechanges.
3. Begin to see the Earth as a system consisting of major interacting components
that consistently undergo change. Physical, chemical, and biological processes
act within and among them on a wide range oftimescales.
4. Describe physical and chemical properties and physical/chemical processes with
a special focus on the change of state of matter and how this change relates
toenergy.
5. Develop an understanding of common misconceptions about matter and
particle theory.
6. Be able to describe a chemical reaction in the context of a rearrangement of
atoms and also in the context of the formation of a new substance with
newproperties.
7. Investigate the relationships among force, mass, and motion of an object orsystem.
8. Be able to apply various models to science teaching while recognizing their
limitations. Prevent potential misconceptions that could result from the use of
some widely usedmodels.
9. Be able to read, record, and analyze data, and present that data in meaningfulways.
Teaching-Learning Framework
Throughout this course, pedagogy is interwoven with the content development. Faculty will
model inquiry teaching to student teachers in order for them to experience firsthand the
learning and teaching of science in an inquiry way. Thoughtful discussions will follow such
hands-on experiences to clarify the applied methods and expected learning. These reflections
are essential because it is through these discussions that prospective teachers will gain
essential pedagogical content knowledge. They will also learn how to apply this knowledge
to their science teaching in elementary grades upon graduation. Discussions, reflections, and
application of pedagogical science content knowledge are critical components of Science I
(and Science II). Each task prepares prospective teachers for their own teaching and enables
them to modify activities to best meet the needs of their individual classrooms. For this
reason, a substantial amount of time is dedicated to the “Teaching of Specific Science
Content” in each unit of the course.
In addition to content and pedagogical content knowledge, this course is also designed to
help students develop science thinking and process skills.

1. Begin to apply inquiry to the teaching of science at the elementarylevel.
2. Be able to identify, adapt, and modify investigations that lead to
conceptual understanding.
3. Begin to design science investigations around coreconcepts.
4. Begin to understand the need for learningprogressions.
5. Recognize common misconceptions and be able to respond
withappropriate remediation.
6. Be able to use open-ended questions to assess students’ conceptualunderstanding.
7. Provide their students with exciting science experiences that extend their natural
fascination with the world and help them learn the science skills and concepts they
will need in later schooling and inlife.
8. Reflect on their teaching to develop a personal approach to the teaching ofscience.
SEMESTER OUTLINE
Unit 1: Course Overview
Week Topics/Themes
Course overview
1 Science in personal and social perspective
The nature of science and scientific investigation (observations, inferences)
Teaching of science: reflect upon the way prospective teachers learned science
and how they want to teach science when they graduate.
During this unit, prospective teachers will:

 Discuss the nature of science and contrast science to other ways of knowing about
the world.
 Understand the differences between results, conclusions, andinferences.
 Describe how science is a process rather than aproduct.
Provide examples for the impact of science in daily life and theenvironment
Unit 2: Populations and Ecosystems
Week Topics/Themes
2 Basic needs of living things

Interdependencies of living things (symbiotic relationships)
3 Ecosystems and Habitats

Population Growth – Survival and Extinction
4 Teaching “Populations and Ecosystems” in elementary grades

 Investigate the interdependence of living things (including humans) in anecosystem.
 Investigate how changes in environments affect plants and animals (includinghumans).
 Explain how adaptive characteristics of a species affect its chance for survivalor
possible extinction.
 Describe factors that limit or support the growth of populations within anecosystem.
 Analyze data collected over time, and explain how disruption in one part of an
ecosystem can repeat throughout anecosystem.
 Begin to identify the unit’s underlying core science concepts for elementarystudents.
 Design age-appropriate, inquiry-based activities and identify learningoutcomes.
Unit 3: Diversity and Adaptations
Week Topics/Themes
5 Diversity of living
things Systems of
classification
6 Adaptations for
survival Evolution and
Diversity
7 Teaching “Diversity and Adaptations” in elementary grades

 Describe the diversity of livingthings.
 Explain how adaptive characteristics of a species affect its chance for survivalor
possible extinction.
 Explain how evolution has resulted in diversity among livingthings.
 Observe fossil records and interpret them for evidence of adaptation,
environmental change, andextinction.
 Explain why we use classification systems and how classification systems areapplied.
Unit 4: Earth – The Blue Planet
Week Topics/Themes
8 Earth - an inhabitable
planet Weather and
Seasons
Categorizing the world by continents, biomes, vegetation zones, climate zones,
etc.
Introduction to maps; reading and creating simple data charts
9 Constant changes on Earth – rock

cycle Rivers (erosion / sedimentation)
Earthquakes and Volcanoes
10 Teaching “Earth – The Blue Planet” in elementary grades
 Recognize that the abundance of water on Earth makes Earth unique andhabitable.
 Describe and give examples of ways in which Earth’s surface is built up and torn
down by naturalprocesses.
 Explainhowweatheringanderosionreshapelandformsbyerodingrockandsoilinsome
areas and depositing them inothers.
 Investigate landforms and identify constructive and destructive forces that led to
their formation.
Unit 5: Force and Motion
Week Topics/Themes
11 Relationship among force, mass, and motion of an object.

Interaction of objects as it relates to force and linear, constant motion.
Graphing of motion and basic calculations of speed and average speed.
12 Non-linear motion and accelerated motion. (Laws of motion)

Graphing of non-linear and accelerated motion.
13 Teaching “Force and Motion” in elementary grades

 Articulate and demonstrate the principles of motion and forces, and apply them
to examples of interactions betweenobjects.
 Investigate the relationships among force, mass, and motion of an object orsystem.
 Conduct investigations to determine the position and direction of a moving object
(and represent its motion on agraph).
 Draw free-body diagrams that list all the forces acting on an object and the
resulting direction ofmotion.
 Analyze the motion of objects by the established relationships known as the
laws of motion.
Unit 6: Properties and Matter
Week Topics/Themes
14 Physical properties of matter, including melting point, boiling point,

hardness, density, and conductivity
Atoms, molecules, mixtures, elements, and compounds
Introduction to the periodic table
15 States of matter: solid, liquid, gas (examples of water)

Introduction to models and their limitations in science
teaching
16 Teaching “Properties of Matter” in elementary grades

 Differentiate between physical and chemical properties ofmatter.
 Classify chemicals as pure substances or mixtures (homogenous or heterogeneous)
and classify pure substances as elements orcompounds.
 Identify atoms and molecules as the building blocks of elements,
compounds,and mixtures.
 Explain the atomic structure, addressing parts and properties of theatom.
 Analyze the relationship between the structure and the properties of matter, focusing
on chemical properties of elements and their placement in the periodictable.
 Explain how substances change from one state to another by heating orcooling.
 Describe a model of the atom and what it depicts as well as itslimitations.
 Begin explaining student misconceptions about properties and particle theory, and
what to do aboutthem.
 Begin identifying the underlying core science concepts in this unit for
elementary students
 Begin developing learningprogressions.

There are many science books and other reference that could be useful during this course.
Here is just a selection:
Target Science - Physics by Stephen Pople

Target Science - Chemistry by Michael Clugston& Rosalind
Fleming The Teaching of Science in Primary schools – Wynne
Harlen
Inquiry – Thoughts, Views, and Strategies for the K-5 Classroom – National Science
Foundation Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms –
National Research Council
Taking Science to School: Learning and Teaching Science in Grades K-8 – National
Research Council
Lederman, N. &Abd-El-Khalick, F. (not dated). “Avoiding De-Natured Science: Activities
That Promote Understandings of the Nature of Science” retrieved from
http://toolbox.learningfocused.com/data/0000/0014/2125/Teaching_the_NatOSci.pdf.
“A science prototype: Rutherford and the atom,” (not dated) retrieved

from http://undsci.berkeley.edu/lessons/pdfs/rutherford.pdf.
Understanding Science is a website that communicates what science is and how it

works: http://undsci.berkeley.edu/index.php.
For an easy to understand illustration of Newton’s Laws of Motion, go

to http://teachertech.rice.edu/Participants/louviere/Newton/.
For information about Bloom’s Taxonomy, refer to

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm.
COURSE ASSIGNMENTS
Suggested assignments are included in the Unit Guides of the course. Some are short-
term assignments and some take several weeks to complete. A mix of individual and
group assignments is also provided.
These assignments are designed to deepen students’ learning and allow them to research
and apply their knowledge to topics of personal interest. All the assignments count toward
the final grade.
Examples of assignments include:

a) Conduct an investigation on a science topic and present your findings andconclusions.
b) Develop hands-on activities around a core science concept for an elementarygrade.
c) Write an editorial for a local newspaper on a relevant science topic stating an
opinion supported byevidence.
d) Plan and conduct a science activity with a group of children using the inquiryapproach.
GRADING POLICY
The university and its affiliated colleges will determine the course grading policy. The policy
should be shared with students at the beginning of the course. It is recommended that at least
50% of the final grade is determined by course work completed by prospective teachers.
Course work may include work completed in assignments in or outside the classroom, or
assignments at school.
General Methods of Teaching
EDU-311
Year /Semester: Year 1/Semester

1 Credit Value: 03 credits
Prerequisites: None
COURSE DESCRIPTION
This course is an introduction to teaching methods used in elementary schools. Since you
have been an elementary school student, you will recognize some of the methods but you
know them from a student’s perspective rather than a teacher’s perspective.
Teaching methods are often divided into two broad categories: teacher-centred methods
(also called Direct Instruction) and learner-centred methods (also called Indirect
Instruction or Inquiry Learning). An effective teacher knows several methods, some
teacher-directed and others learner-directed. He or she would choose, from among these,
the one method or
combination of methods most likely to achieve a particular lesson’s objectives with a
particular group of students.
Because teaching and learning interact, a course about teaching must also be about learning.
The content and structure of the course is based on two strong claims about learning. First,
learning results from what the student already knows, thinks, and does and only from these
actions of the student’s mind. A teacher enables students to learn by influencing what the
student does to learn but the student has to do it. Second, as students progress through school
they should learn to become their own teachers. That is, students should learn how to learn
using their teachers as models.
COURSE OUTCOMES
 A personal theory of teaching and learning based on a critical analysis of implicit
theories formed as a student and modified/elaborated through reflections prompted by
the work done in thiscourse.
 An argument paper that presents the pros and cons of teacher-centred and
learner- centred teaching methods and states your position as ateacher
 Records of structured, reliable classroom observations and conclusions drawn
from reflection onthese.
 Participation in a Cooperative Learning group that planned, taught, and critiqued a
lesson to college/universityclassmates
 An elementary school lessonplan
 A reflectivejournal

This is your first opportunity to study teaching and, to a lesser extent, learning in school. You
will soon learn that there are several sources of knowledge about teaching and learning and
you will be introduced to these sources. Because you have years of experience as a student
but are a beginner to the study of teaching, this course provides you with the opportunity to
experience school with a focus on the teacher. You will observe teachers at work in
classrooms and interview two students in each classroom. You will start your student
interviews with two elementary school students whom you interview about their teachers
away from the classroom. You will have a conversation with at least two experienced
teachers. You will participate in planning and teaching a lesson to your college/university
classmates and you will write a plan for a lesson appropriate for students in an elementary
school.
Experiences of all types have more meaning when you reflect on the experience. In this
context, reflection means turning your attention inward to your mind and searching for
connections between the experience you have just had and past experiences. You turn to
your own thoughts, experienced as mental images and words, to discover what you learned
through the new experience. Reflection is aided by writing about your thoughts and by
talking about them with other people. The course is organized so that you complete many of
your assignments in collaboration with two or more of your classmates and you write 3 to 5
times a week in your journal.
You are expected to be a self-directed student in this course. This means that you will act to
arrange school visits and to find teachers and students to talk with away from school. You
also will take an active interest in your journal and use it for the purposes for which it is
intended.
Finally, you will be a responsible member of any group of classmates with whom you work.
It is probable that the value of this course to your study of teaching will be proportional to the
energy and time you invest in the course assignments.
SEMESTER OUTLINE
Unit1 Teaching and Learning in School (2 weeks/6hours)
You have been in school for at least 12 years. If you are like other prospective teachers, you
probably have a personal theory about teaching and learning that was formed by your
experience in school as a student. You may not be aware of all of these thoughts and beliefs
but some of them may interfere with learning to teach. In this unit you will examine and
write in your journal about your existing theory about teaching and learning so you become
fully aware of it. Then you will compare your personal theory about teaching with other
perspectives on effective teaching. You may want to modify your theories. You will also
learn how to observe teachers and students at work inclassrooms.
Week Topics Sub Topics

1 Sources of  Your experience as astudent
Information about  Students currently inschool
Effective Teachers  Publishedresearch
 Observations inclassrooms
 Reflections on classroom observation by yourself and
with others
 Conversations with experiencedteachers
 Theories about education andinstruction
 The relationship between teaching andlearning
2 Sources of  Your experience as astudent
Information  Current students’ selfdescriptions
about Learning in  Published research, especially in cognitive
School andeducational psychology
 Observations inclassrooms
 Reflections on student interviews by yourself and
with others
 Conversations with experiencedteachers
 Theories aboutlearning
 Cultural influences on teaching andlearning
Unit 2 Classrooms are Busy Places (2 weeks/6 hours)
Teaching is a universal human experience: parents teach their children; brothers and sisters
teach each other; friends teach friends; employers teach employees; and colleagues teach
each other.
These examples of teaching usually involve a few students at the most and occur in the
setting where the learning is used. (For example, young children learn about collecting
water with their mother at a stream or well, or a child learns a new game from a group of
friends in a playground.)
Classroom teaching is a special instance of teaching. First, the group is large and diverse
creating management challenges for the teacher. Second, learning takes place in an unnatural
environment creating motivation and attention problems for the students. People who have
not been responsible for teaching in a classroom have difficulty appreciating the complexity
of the work. The purpose of this unit is to introduce you, a prospective classroom teacher, to
the complex environment in schoolclassrooms

3 Sources of  Classroom space iscrowded
Complexity in the  Work takes place in public: students don’t haveoffices
Classroom  Teachers must simultaneously pay attention to a
group and each individual in thegroup
 Children are not carbon copies of eachother
 Resources are scarce: students have to share
andoften wait
 Teachers plan but unexpected events upset plansoften
 Classroom activities do not occur one at a
time:several different activities are in progress at the
sametime
4 Managing  Learn names, interests, & learning strengthsfast
Complexity  Establish rules androutines
 Groupstudents
 Organize books and other materials for easyaccess
 Create pairs of students to help eachother
Unit Three: Teacher-centred and Student-centred methods (2 weeks/6 hours)
These two methods are a good place to start your study of teaching methods because they are
usually seen in opposition to each other when they may be seen as complementary. Teacher-
centred, Direct Instruction is used to help students acquire knowledge and skills. Student
centred, Indirect Instruction (Inquiry/Problem Solving) is used to help students understand
the physical, social, and psychological world in which they live. In addition to different
goals, the methods derive from different theories about learning and employ different
practices. The Unit is organized around the view that both methods belong in schools.
Knowing and understanding are different but related mental processes; each is a legitimate
goal of schooling for all students.

5 Key Concepts  Distinction between lower and higher orderlearning
 Outcomes from lower orderlearning
 Outcomes from higher orderlearning
 Instructional activities that enable lower orderlearning
 Instructional activities that enable higher orderlearning
 Direct Instruction: a method to enable lower
order learning
 Inquiry Learning: a method to enable higher
orderlearning
 Different roles for teachers andstudents
6 Model Lessons  Template for Direct Instructionlessons
 Samplelessons
 Template for Inquiry/Problem Solvinglessons
 Samplelesson
 Inquiry, Problem Solving, Project: same ordifferent?
 Choice: Teacher –centred or Learner- centred? Orboth?
Unit Four: Lecture, Demonstration, Discussion, Questions, and Cooperative Learning (3 weeks 9
hours)
As the previous unit illustrates, the method or practice that a teacher chooses depends on the
goal s/he intends to achieve with a particular group of students. Teachers have choices not
only about teaching methods but also about how they group students for instruction: whole
class;
small groups; pairs; or as individuals. A teacher’s decision about grouping is usually
determined by a lesson’s goal or objective. For example, if a lesson requires that every
student in the class have information that is not easily accessible and requires interpretation,
the teacher will probably decide to construct a lecture followed by discussion, including
questions, for the whole class.
This Unit has ambitious goals and complicated logistics. Each of you will be assigned to one
of six cooperative learning groups. Each group’s task is to create a 15 minute lesson using
one of the methods in the Unit title (lecture, demonstration, or discussion) for a total of six
lessons (two for each method). All six lessons will include questions. One person from each
of the six groups will teach the lesson to the rest of the class during the third week of the Unit
(week nine of the course). Three class sessions will be devoted to the lessons the (2 lessons
per day) leaving 15 minutes day for discussion of the lessons and 15 minutes for continued
study of questioning strategies. There are handouts for this unit that facilitate the work of the
Cooperative Learning groups. Persons who will teach the lesson from each group will be
selected by drawing one name from an envelope that contains names of everyone in the
group at the beginning of class on the day of thelesson.

7 Cooperativ  Peer teachingpractice
e Learning  Rationale for CooperativeLearning
 Different models of CooperativeLearning
 Cooperative Learningprocedures
 Incentive structure of CooperativeLearning
 Limitations of CooperativeLearning
 Checklists as assessmentdevices
8 Lecture,  Reasons tolecture
Demonstration,  Structure of alecture
and Discussion  Activelectures
 Structure of ademonstration
 Characteristics of gooddiscussion
 Purposes ofquestions
 Questions in lecture, demonstration anddiscussion
 Waittime
9 Asking questions  Open and closedquestions
 Lessons taught inclass
Unit Five: Teacher-Student and Student-Student Interactions that Support Learning in the
Classroom (2 weeks; 6 hours)
While studying Unit 2 in this course, you had the chance to watch a teacher and students at
work in 2 different classrooms and discuss the observations with your colleagues. Hopefully,
you could see that classrooms are unusual social environments. One adult is expected to
allocate limited resources (space, time, learning tools, and attention) equitably among 40
(more or less) students.
Students are expected to sit for long periods of time and pay continuous attention to their
lessons. Each student’s competence is on public display all the time. The teacher is supposed
to have eyes that rotate 360 degrees so that s/he knows what each student in the class is doing
most of the time. In this unit you will learn that a teacher and students can turn an unusual
social environment into an environment that supports learning
You and your partners will observe in two more classrooms during the next two weeks. In
each classroom you will observe a teacher interacting with two students and those students
interacting with each other. In each classroom the teacher will choose the students whom you
will observe.

10 Constructive  Respect
Interactions  Credibility
Between Teacher  Fairness(justice)
and Students  Trust
 Interest
 Enthusiasm
 Adaptiveteaching
11 Constructive  Cooperative working relationships arecentral

Interactions  Examples of cooperative workingrelationships
Between Students  Feelings are the foundation ofthought
 Importance of trust andconfidence
Unit Six: Designing Instruction: Goals and Objectives; Assessment; Plans; and Materials (4
weeks; 12hours)
Teachersstartedusinglearningobjectives(alsocalledlearningoutcomes)todesignlessonsabout 50
yearsago. Previously, lessons were named by the topic rather than a learning outcome.
For example, ‘Addition of two-digit numbers’ rather than ‘All students will correctly solve at
least 8 out of 10 problems involving the addition of two-digit numbers’. Teachers have more
than one way to write learningobjectives.
You have seen different formats for lesson plans: some plans have more parts than others.
Though there are differences in the number of parts a plan may have, all lesson plans have
objectives, a sequence of activities for obtaining the objectives including materials that will
be used; and means for collecting evidence that students achieved the learning outcomes. In
this unit, you will learn how to write learning outcomes and choose or create assessments.
You will use knowledge you have acquired about methods to create and write a teaching
plan. You will learn to find or create the materials that you need to use your plan. You will
do some work on the lesson plan in class with the two people with whom you have visited
schools. During the last week of the Unit (week 15 of the course) you will review what you
have learned about teaching methods and learning and instructional principles in the course
and compare that knowledge with your current personal theories of teaching and learning.

12 Sources of  Learningprinciples
Knowledge  Pakistan’s elementary schoolcurriculum
for Designing  Definitions of standards, goals, andobjectives
Lessons  Examples of standards, goals, andobjectives
 Bloom’s Taxonomy of Educational Goals andObjectives
13 Assessment  Definition of assessment inschools
 Personal experience withassessment
 Assessment practices in schools inPakistan
 Purposes ofassessment
 Distinction between formative and
summativeassessment
 Examples of formativeassessment
14 Instructional  Sources of instructional materials, including textbooks,
Materials in Pakistan
 School budgets for instructionalmaterials
 Lo/no cost materials as a supplement to or substitute
for materials provided by thegovernment
 Examples of materials created from local
resourcesby teachers for mathematics, science,
andliteracy
15 Review and  Review of teaching methods and
Synthesis instructionaland learningprinciples
 Review of students’ current personal theories
ofteaching andlearning
 Search forsynthesis
 Complete instructional design project (lessonplan)
 Presentation of lesson plans designed bystudents
Unit Seven: Self-Regulated Learning (1 week 3 hours)
You know that learning is not confined to school. Children learn to walk and talk before they
go to school. People continue to learn after they go to work. When you think about it for a
little while, you will probably conclude that people learn throughout their lives. When you
think about your own experience in school, you will probably also conclude that as you
progressed from grade 1 through grade 12 the work in school got harder and you had more
responsibility for learning. (Learning in school can also be called studying.) The fact that
learningis
continuous in people’s lives is partly responsible for the claim that children should ‘learn
how to learn’ while they are in school.
The purpose of this Unit is to introduce you to the process of learning how to learn.
You will probably become aware of mental actions that you do without thinking about it
(For example, checking with yourself to be sure you understand when you are reading in
preparation for a test.) As you study the unit, try to think of yourself both as a student
(which you are) and as a teacher (which you are becoming) because you are learning about
mental actions that you will teach your students.

16 Self-Regulated  Becoming your ownteacher
Learning  Parents and teachers attitudes toward self-
regulated learning
 Interdependence between learning andmotivation
 Intrinsic and extrinsicmotivation
 Mastery learning goals and performance
learning goals
SUGGESTED REFERENCES
Boekarts, M. (2002).Motivation to learn.(Educational Practice Series No. 10).

Geneva: International Bureau of Education. Retrieve from
http://www.ibe.unesco.org/en/services/online-materials/publications/educational-
practices.html
Brophy, J. (1999). Teaching.(Educational Practice Series No. 1). Geneva: International

Bureau of Education. Retrieved from
practices.html
Dasgupta, M. A. (n. d.). Low-cost, No-cost Teaching Aids. Retrieved from

http://www.arvindguptatoys.com/arvindgupta/lowcostnocost.pdf
Elias, M. J. (2003). Academic and Social-Emotional Learning. (Educational Practice

Series No. 11). Geneva: International Bureau of Education.
http://www.obe.unesco.org/en/services/online/services/online-materials/publications/
educational-practices.html
UNESCO(1973). NewUNESCO sourcebook for science teaching.Retrieved on January
20, 2012.http://unesdoc.unrsco.org/images/oooo/ooooo56/00564le.pdf
Rosenshine, B. (2010). Principles of instruction (Educational Practice Series No. 21).
Geneva: Retrieve from
practices.html
Vosniadou, S. (2001). How children learn. (Educational Practice Series No. 7).
Geneva: International Bureau of Education. Retrieve from
practices.html
What Makes a Good Teacher? Opinions from Around the World. Retrieve from
http://www.unicef.org/teachers/teacher/teacher.htm
West Virginia State Department of Education Resources for Formative Assessment

Retrieve from http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
GRADING POLICY
A variety of assessments should be used to assess student learning. It is recommended that
course work count towards at least 50% of the final grade. Instructors will advise at the start
of the course about which pieces of course work (assignments) will be graded. The remainder
of the grade will be determined by mid and end of semester exams.s
COURSE ASSIGNMENTS
Reflective Journal
Each student will purchase a spiral bound notebook to be used as a Reflective Journal. This
journal will be used for specific assignments (e.g.) the development and continuous revision
of a personal theory of teaching and of learning) and also for classroom observations. In
sum, the journal will function simultaneously as a repository for certain assignments and as a
diary for recording experiences connected with the course (e. g e. g. classroom
observations). When you talk with students about journal, tell them either to leave a wide
margin when they write or to leave one side of each age blank so that you can record your
reactions to their work and they can go back and record their own reactions to text they have
written earlier (e.g. personal theory of teaching and of learning).
Classroom Observations
The course includes nine observations in classrooms. The course syllabus indicates that
students may have to locate the schools in which they will observe. If the teachers approve,
form triads among the students so three people observe in the same class at the same time.
Each triad should remain together throughout the semester. Observing in triads has two
purposes.
First, it allows a richer conversation about the observation and, second, it allows the
students to practice talking and thinking together about teaching an learning with
colleagues. Hopefully, they will bring this habit with them when they begin their teaching
careers. Explain that observing and recording what they see is necessary but not sufficient.
The value of the observations comes from talking and thinking Together about what you
have seen and then individually describing what you saw and your interpretations as a one
page paper.
Observations are planned for Units 1, 2&5. Each set of observations has a different
purpose. The first two observations are of teachers’ actions during a lesson using a checklist
created from the teacher effectiveness research. Two teachers are to be observed varying the
age of the students (within grades 1 through 8) and the subject of the lesson (e.g. math, Urdu,
etc.).The
third observation is of a teacher’s movement in the classroom during a lesson. The fourth and
fifth observations are in the same classroom and are of a teacher interacting with two
students in the class whom the teacher has identified as in the top quarter of the class and the
bottom quarter of the class academically. The remaining four observations take place in two
classes again varying students’ age and subject matter. These observations are of two
students in each class who have been identified by their teachers as popular and less popular.
Here the observation is of the interaction of the two target students in each class with other
students in the class. Each type of observation (teacher alone; teacher-student interactions
and student-student interactions has data collection forms that are among the handouts
accompanying thisguide.
Student Interviews
The course includes ten interviews with students. The first interviews are with two
elementary school students who are to be asked their views about good teachers. Then each
triad will interview four students (two high achievers and two low achievers) during lessons
in classes the first observation is conducted. The student interviewers will create their own
interview
questions. The purpose of the interviews is to learn the students’ opinions about school, the
teacher and themselves as students. The other four interviews are with two popular students
and two less popular students each pair in a different class. The student interviewers will
determine the questions which can be the same as those used for the first set of interviews.
For each set of interviews, the interviewers might consider asking each student, ‘If you could
change one thing about school and one thing about the teacher in the class we just visited,
what would it be?’ Summaries of these interviews, including the questions asked and
interpretations, become journalentries.
Teaching a Lesson
This assignment is described in the course syllabus. It is a group project the purpose of
which is twofold: to plan and critique a lesson using a lecture, discussion, or demonstration
and to work in a group using cooperative learning.
Divide the class into six groups. Prepare six slips of paper – two will say lecture, two will
say discussion and two will say demonstration. Put them in a bag or envelope. Have one
member from each group draw a slip from the envelope. The name on the paper is the
method the group will build into a lesson appropriate in content for their college/university
classmates.
Each member of the group will participate in planning the lesson as a cooperative learning
experience. At the beginning of the class session in which the lesson is to be taught, names of
the people in the group that planned the lesson will be put in an envelope and one name will
be drawn. That person is the one who will teach the lesson to the class. In other words in
each of the six groups every person has to be prepared to teach, though only one of them will
actually give the lesson. Class members will be given rubrics to be used to judge the lesson.
A critique will follow each lesson and will include the members of the group who planned
the lesson. Each group will be responsible for providing evidence that every member of the
group participated equally in preparing thelesson.
Designing a Lesson
It may seem strange to plan and teach a lesson before learning how to design a lesson. This
is a more detailed plan that the one used to teach using a lecture, demonstration or
discussion.
Hopefully, using a simpler plan just utilizing one method will make the more
comprehensive plan easier to create.
Semester 2
Comprehension and Composition
ENG-322
A. Reading Comprehension Skills
 identifying main idea/topic sentences
 find specific information quickly
 distinguishing between relevant and irrelevant information according to purpose for reading
 recognizing and interpreting cohesive devices
 distinguishing between fact and opinion
B. Reading techniques- applying Skimming, Scanning, SQ3R, SPRE
C. Vocabulary Building Skills
 guessing the meanings of unfamiliar words using context clues
 using word formation rules for enhancing vocabulary
 using the dictionary for finding out meanings and use of unfamiliar words
D. Pre-writing Techniques- Brain Storming, making a list, Mind mapping.
E. Writing Techniques:
 Plan writing: identify audience, purpose and message

 Collect information in various forms such as mind maps, tables, charts, lists
 Order information such as:
o Chronology for a narrative
o Stages of a process
o From general to specific and vice versa
o From most important to least important
o Advantages and disadvantages
o Comparison and contrast
o Problem solution pattern
 Write argumentative and descriptive forms of writing using different methods of developing ideas
like listing, comparison, and contrast, cause and effect, for and against
F. Paragraph Writing:
 Structure & Development of Paragraph.
 Write and Identify good topic and supporting sentences and effective conclusions.
 Use appropriate cohesive devices such as reference words and signal markers
G. Types of Writing
 Narrative
 Descriptive: describing a place, character description
 Expository
 Argumentative
H. Essay writing techniques:
 Structure and outline of an essay.
 Writing Introductions and conclusions of an essay.
 Unity and coherence in an essay
I. Paraphrasing: What is Paraphrase? Paraphrasing Techniques and how to apply
J. Précis writing
 What is Précis?
 Uses of précis writing
 Essentials of a good précis
 Method of procedure
 How to find the title
 Précis of a phrase or clause
 Précis of a Sentence
 Précis of a Paragraph
 Summarizing an article
 Writing an assignment summary
K. Expansion: Expansion of a sentence into paragraph
Method of Expansion
Suggested Books:
 Exploring the World of English by Saadat Ali Shah
 College Writing: From paragraph to Essay: Zemach&Rumisek
 Reading. Upper Intermediate. Brain Tomlinson and Rod Ellis.
 Oxford Supplementary Skills. Third Impression 1992.
 Glencoe Writer’s Choice: Grammar and Composition. McGraw Hill Glencoe
 College writing skills by John Langan. McGraw Hill Publishers, 2004
 Reading upper intermediate. Brain Tomlinson and Rod Ellis. Oxford supplementary skills. Third
impression 1992
Introduction to Computing Applications
CSI-321
Classroom Management
EDU-306
YEAR/SEMESTER: Year 1 Semester 2
CREDIT VALUE: 03 credits
PRE-REQUISITES: Successful completion of semester 1 courses
COURSE DESCRIPTION:
One of the foremost reasons cited for teacher burnout is the challenge of classroom
management. This comes as little surprise since classrooms are crowded, busy places in
which students of diverse backgrounds and learning styles must be organized, directed and
actively involved in learning. Many events need to occur simultaneously, the course of these
events is often unpredictable and teachers must react often and immediately to evolving
problems and needs. Teaching in such settings requires a highly developed ability to manage
people, space, time andactivity.
A program of study that aims to prepare prospective teachers must, therefore, equip them
with knowledge and strategies for become effective managers of classrooms. In its narrowest
sense, classroom management is defined in terms of ‘disciplining’ and ‘controlling’ students.
This course, however, places the goal of ‘student learning’ at the heart of classroom
management. That is, it views the best-managed classrooms as ones where each learner is
effectively engaged in constructing knowledge. To this end, teachers must manage teaching
content, plan lessons, develop responsive instructional strategies, differentiate instruction,
create predictable structures and routines and connect learning to the real world outside the
classroom. It also views the best- managed classrooms as learning communities with shared
values of respect andcaring.
In this course, prospective teachers will be encouraged to explore their own beliefs about
teaching and learning to arrive at a philosophy of classroom management that places
‘learning’ as an ultimate goal. Prospective teachers will be given the chance to explore
curricular concerns of ‘what to teach’ and ‘how to teach it’ and view lesson planning as the
consequence of these decisions. They will also study research and best practices on
differentiation of instruction, classroom structures, routines, procedures and community-
building.
COURSE OBJECTIVES:
After completing this course, prospective teachers will be able to:

 define classroom management as a means to maximizing studentlearning.
 identify key features of a well-managedclassroom.
 plan lessons, activities and assignments to maximize studentlearning.
 differentiate instruction according to student needs, interests andlevels.
 design and practice predictable classroom routines and structures to minimize
disruptions
 plan for a culture of caring and community in theclassroom
SEMESTER OUTLINE
Unit 1—Learning Theories and Classroom Management (4 weeks/12 hours)
Wee Why a course on Classroom Management?

k1 How does a teacher’s personal philosophy about teaching and learning affect his or
her beliefs about classroom management?
What happens in a well-managed classroom?
Week Classroom Observations and Data Collection (students spend 6 hours in a classroom
2 including class and out-of-class hours)
Wee What are the features of Classroom Management? (physical environment, social
k3 environment)
What challenges must teachers negotiate in the management of a classroom?
How do classroom discipline and management differ?
What kind of classroom environment do I want?
Wee What do I need to think about in designing the effective classroom environment?
k4 o Identifying resources forlearning
o Using displays and visuals for enhancing the learning environment in the
classroom
o Seating arrangements for different kinds of learning experiences Physical
facilities to enhance the learningenvironment
o Building the socialenvironment
Unit 2-- Curriculum and Classroom Management (4 weeks/12 hours)
Week How can my curriculum support the classroom management?

s 5-8 In what ways can the teacher create a plan for teaching and learning that is consistent
with her/his philosophy?
o Planning, motivation, teaching and assessing thecurriculum
o Differentiation ofinstruction
o Multi-gradeclassrooms
o Over-crowdedclassrooms
Unit 3—Routines, Schedules and Time Management in Diverse Classrooms (3 weeks/9

hours)
Week What are classroom ‘routines’ and ‘structures’ and how do they help in the
s9 management of classroom time?
How do you create structures and routines in a multi-grade context?
How can routines and structures help me deal with special needs and situations?
10 How might routines and structures be used to teach specific subject content like Math,
Science or Literacy?
11 How might routines and structures be used to promote cooperation and collaborative
learning?
Unit 4—Creating Shared Values and Community (2 weeks/ 6 hours)
Week What is community inside and outside the classroom and school?
12 What is community participation and involvement?
What are typical practices of community participation?
Wee How can I manage involvement of the community in my classroom?
k 13 What routines and structures need to be put in place?
In what ways might community involvement be different in multi-grade classroom?
Wee How can I create an “ethic of care” in my classroom?
k 14 o diverse classrooms as caring, democraticcommunities
o respectful relations between teacher and students, students andstudents
Wee How can a caring classroom help me build responsible actions and personal
k 15 accountability?
What happens when behavior breaks down?
How do I deal with unexpected events?
Unit 5—Planning the Classroom Environment I Would Like
Week 16 How can I use what I have learned to create the classroom I want?
o Peer critique and review of finalprojects
o Summary andclosure
LEARNING AND TEACHING APPROACHES:

This course assumes that prospective teachers will develop their own plans for classroom
management as a result of all they learn in the sixteen weeks that follow.
This course relies on peer discussions, independent reflections and class lectures. It also
assumes that student teachers will read all the recommended text and ask provocative
questions of themselves and during class. Students are expected to listen with tolerance to
new points of view and contribute their understanding and experiences during discussions.
SUGGESTED RESOURCES
Note: The PDF versions of each of the books listed below can be read online for free from the
web-links given below.
Classroom Management That Works: Research-Based Strategies for Every Teacher By Robert J.
Marzano, Jana S. Marzano, Debra Pickering
http://smkbp.com/attachments/Ebook%20-
%20Classroom%20Management%20That%20Works.pdf
Chapter 1—Introduction to Proactive Classroom Management

http://ptgmedia.pearsoncmg.com/images/9780135010631/downloads/Henley_Ch1_Introducti
ontoProactiveClassroomManagement.pdf
The Multi-grade Classroom: A Resource handbook for Small Rural Schools-- Book 3:
Classroom Management and Discipline by Susan Vincent, Northwest Regional Educational
Laboratory, Portland, Oregon97204.
http://educationnorthwest.org/webfm_send/1152
Canter, L. Assertive discipline: More than names on the board and marbles in a jar.
[Retrieved on February, 28, 2011] from
http://campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.htm
Evertson, C., Poole, I., & the IRIS Center (n.d.) Norms and Expectations.[Retrieved on January,
Basic Mathematics-I
MTH-111
Pakistan Studies
PST-111
YEAR/SEMESTER:Year 1/Semester 2
CREDITVALUE: 02
PRE-REQUISITES: Successful completion of Pakistan Studies Course at F.A./F.Sc. level
COURSE DESCRIPTION
Pakistan Studies is the integrated, coordinated and systematic study drawing upon
disciplines of social sciences such as history, geography, anthropology, economics, political
science and sociology in relation to Pakistan.
The Pakistan Studies course provides a background of Pakistan Movement and political
development after its inception. It will also particularly cover the salient features of Pakistan
i.e. land, economy, human development and domestic and international current issues. The
course will provide opportunities to the prospective teachers to enhance their content
knowledge in disciplines that form the core of Pakistan studies; to critically examine the
content; to broaden their vision and understanding of society, democratic citizenship, respect
for cultural diversity and religious harmony; to develop their range of skills such as
information gathering and processing, map reading, critical thinking, decision making,
problem solving, communication and presentation skills; and to explore values and
dispositions such as commitment to the common good and justice, to social responsibility,
action and develop personal qualities like self-esteem, confidence and initiative and risk
taking.
The Pakistan Studies course is designed keeping in mind aims/objectives of the National
Curriculum for Pakistan Studies and the topics outlined in the curriculum. This course
endeavors to prepare students to be active, conscientious citizens who take informed
decisions and make contributions for positive change in society.
COURSE OBJECTIVES
 To create awareness among students about Pakistan as an enlightened nation ,
comparing it with the rationale and endeavors for Pakistan’screation;
 To educate students about key concept in the disciplines comprising Pakistan
Studies (history, geography, economics and politicalscience);
 To assist students to identify various perspectives on current, persistent and
controversial issues in Pakistan; identify their own position and be able to supportit;
 To inculcate in students the sense of patriotism, tolerance, active citizenship, and
respect for cultural diversity and religiousharmony.
 To encourage students to design and implement a project to promote active
and responsiblecitizenship;
SEMESTER OUTLINE
The course content will be covered within one semester and consist of four units. A
weekly breakdown of each unit is provided below:
UNIT 1: HISTORICAL PERSPECTIVES
Week Sessio Topics

n Subtopics
1 1 Introduction; The concept of civilization
Introduction to the course
Civilization
Ancient civilizations of Indus valley: Mohenjo-Daro and Harrapa
2 Skills development
Inquiry skill
Presentation
skill
Teaching history: facts versus opinions
2 3 Ideological rationale with reference to important personalities
Two nation theory: Sir Syed Ahmad Khan, AllamaIqbal and Quaid-
e-
Azam Muhammad Ali Jinnah
4 Factors leading to the birth of a nation
Factors leading to the creation of Pakistan - Economic, Social and
Political
3 5 Factors leading to the birth of a nation
Factors leading to the creation of Pakistan - Economic, Social and
Political
6 Struggle for Pakistan
British colonization and Muslim reform movement (1857 – 1905)
The struggle of independence (1905 – 1940)
4 7 Struggle for Pakistan
The Pakistan movement (1940 – 1947)
The teething years (1947 – 1958)
Unit outcomes:
By the end of this unit, the students will be able to:
 Recognize how the past has been represented andinterpreted;
 Distinguish between facts andopinions;
 Demonstrate inquiry and presentationskills;
 Evaluate role and contribution of key leaders in creation ofPakistan;
 Critically analyze the key events and factors that led to the creation ofPakistan;
 Identify and discuss various perspectives and develop their own historicalunderstanding.
UNIT 2: LAND AND PEOPLE
Week Session Topic

4 8 Geography of Pakistan
General overview to geography of Pakistan
Introduction to project work
5 9 Map skills
Globe and different types of map
Skill development: map and globe reading and interpreting
10 Physical features of
Pakistan
Physical features of Northern and Western Highlands and The
Punjab Plains
6 11 Weather and climate; Factors affecting weather and climate
Factors that influence weather and climate of Pakistan
Major climatic zones of Pakistan and their characteristics
12 Environmental problems in Pakistan
Major Natural and Human Made Disasters in Pakistan
Disaster Management / Preparedness
7 13 Movement and Human environment interactions
Movement: people, goods and ideas;
Humans adapt to the environment / Humans modify the
environment / Humans depend on the environment.
14 Population and its effects on economy
Population density and distribution
Population growth and its effects on economy of the country
Unit outcomes:
 Apply a range of geographical skills (ability to read and interpret maps, graphs and
charts, photographs and statistics,etc.);
 Compare and contrast the five geographical regions ofPakistan;
 Describe the impact of climate on the people and land ofPakistan;
 Discuss the natural and man-made disasters that occur in Pakistan and ways that they
can be prevented and/or how torespond
 Analyse factors influencing population change and its effect oneconomy;
UNIT 3: BASIC ECONOMICS
Week Session Topic

8 15 Basic Concepts of Economics
Goods and services
Utility
Scarcity
16 Economic systems
Market
Command
Mixed
9 17 Sectors of the economy - Agriculture
Role and importance of agriculture in Pakistan’s economy
Agriculture production and productivity
18 Sectors of the economy – Industry
Contribution of industrial sector to national economy
Prospects for industrialization
10 19 Sectors of the economy - Trade
Major imports and exports of Pakistan
20 Economic Development
Economic development andgrowth
Economic development ofPakistan
Unit outcomes:
 Explain key characteristics of three economicsystems
 Differentiate between economic development and economicgrowth;
 Interpret and present data about theeconomy;
 Analyze the role and major benefits of agricultural, industrial sectors and
trade in Pakistan’sdevelopment.
UNIT 4: GOVERNMENT AND POLITICS IN PAKISTAN
Week Session Topic

11 21 The government of Pakistan
Introduction
Systems, levels functions and branches of government
22 ObjectiveResolution
The approval of the Objective Resolution by the Constituent
Assembly Key features of the Objective Resolution
Significance and impact of Objective Resolution in constitution making
12 23 The Political and Constitutional Phases
Pakistan: The early years (1947 –
1958) The Ayub Era (1958 – 1969)
The Yahya Regime (1969-1971)
24 The Political and Constitutional Phases
The Z. A. Bhutto Era (1971-1977)
The Zia Regime (1977-1988)
Civillian Rule (1988-1999)
Musharraf Rule (1999-2008)
13 25 The 1973 Constitution
26 Citizen participation
The role of the citizen in a
democracy; Civil society and the role
of civil society
Major Civil Society Organizations: Origin, Growth, Contribution and Impact
14 27 Citizen participation
Role of major political parties in politics of Pakistan
Unit outcomes:
 Explain the basic components of the governance system inPakistan;
 Describe and explain the significance and salient features of the ObjectivesResolution;
 Identify political and constitutional phases and developments in shaping the
Pakistan’s politicalsystems;
 Recognize the significance of the constitution ofPakistan;
 Give examples of the role civil society plays inPakistan;
 Recognize political parties of Pakistan and theirrole.
UNIT 5: CONTEMPORARY PAKISTAN
Week Session Topic

14 28 Contemporary
15 29 Contemporary Issues
Major Social, Cultural, Sectarian and Ethnic issues
30 The future of Pakistan
Economic Prospects
Positional opportunities and threats
16 31 Consolidation of the course
32 Conclusion of the course
Unit outcomes
 SynthesizeinformationfromavarietyofsourcestodescribethepoliticalsituationofPakistan;
 Investigateandleadadiscussiononakeycontemporaryissue;
 Describe and analyze the current situation of Pakistan from an economicperspective;
 Debate future plans for development ofPakistan.

The teaching of Pakistan Studies will adopt methods that promote creativity,
aesthetics, and critical perspectives, and enable learner to draw relationships between past
and present, to understand changes taking place in society. This requires students and
teachers to engage in active teaching andlearning.
In order to make the process of learning participatory there is a need to shift from
mere imparting of information to debate and discussions. This approach to learning will keep
both the learner and teacher alive to social realities.
It has often been observed that cultural, social and class differences generate their
own biases, prejudices and attitudes in classroom contexts. The approach to teaching
therefore needs to be open-ended. Teachers will discuss different dimensions of social reality
in the class, and work towards creating increasing self-awareness amongst themselves and in
the learners. Teaching will utilize a range of audio-visual materials, including photographs,
charts and maps, and organize visits to museums and archeological sites if possible. Learning
about Pakistan studies will also involve the local community – older community members
can talk about local history, local experts such as water engineers and local craftsmen and
women can talk about their work in relation to topics in the course. Experiential learning will
be encouraged through project work.
Thus, to achieve set course objectives and outlined unit outcomes; to foster students’
creativity, intellectual curiosity, tolerance and respect for others and to maintain a good civic
sense, the course will use a combination of the different teaching and learning approaches.
Students will be encouraged to engage in the following activities / strategies to stimulate their
interest in the topics being studies and to develop a better understanding of the syllabus
content:
 Effectivelecturing
 Instructionalstrategies
 Cooperative learningstructures
 Conductinginquiry
 Critical discussions / debates on the contentmaterials
 Projectwork
 Drawing, reading and filling-inmaps
 Making charts, graphs andtables
 Visit and write reports or make presentations on placesvisited
SUGGESTED COURSE GRADING POLICY

The course grading policy of the university and its affiliated college will be shared with
students at the beginning of the course. It is recommended that 50% of the final grade is
based on course work (on the basis of two assignments) and 50% of the grade from the final
and mid-term exam. Universities and colleges will be adhering to their agreed gradingpolicy.
Two graded assignments will have to be completed within a semester. They will be assessed
according to the university’s grading policy. First assignment task, conducting inquiry on a
topic and making presentation after inquiry process, weighs 20 % of mark out of 50 % total.
As a second assignment, students will be involved in a project work. Upon completion of the
project, the students will be expected to submit a report on planning and implementation of
the project. The report will be assessed and carries weight of 30 %. In addition, there are
several non-graded assignments and tasks during the course. All graded and non-graded
assignments should be carried out by the students in order to pass the course of Pakistan
Studies. Description, tasks, criteria and indicators of the graded assignments will be shared
with the students in a separate handout.
SUGGESTED RESOURCES
Abid, S.Q. (2007). A Muslim Struggle for Independence: Sir Syed to Muhammad Ali
Jinnah. Lahore: Sang-i-Meel.
Ali, C. M. (1998).The Emergence of Pakistan. Lahore: Research Society of Pakistan.
Ali, Mehrunnisa (2001). Readings in Pakistan’s Foreign Policy. Karachi: Oxford
University Press.
Amin, Shahid.M (2004). Pakistan’s Foreign Policy: A Reappraisal. Karachi: Oxford
University Press. Anwar Syed (2007). Issues and Realities of Pakistani Politics.Lahore:
Research Society of Pakistan, University of the Punjab.
Burke, S.M, Qureshi, Salimul-Din (1995). The British Raj in India. Karachi: Oxford
University Choudhary, G. W. (1969). Constitutional Development in Pakistan. London:
Longman Group Ltd. Citizenship Rights and Responsibilities Pakistan (CRRP) Programme
(2007). Youth in Elections: Voting for our future. Islamabad: The Asia Foundation.
Cohen, S. P. (2005). The Idea of Pakistan.Karachi: Oxford University Press.
Dean, B.L., Joldoshalieva, R., Fazilat, A. (2006). Creating a Better World: Education for
Citizenship, Human Rights and Conflict Resolution.Karachi: AKU-IED
Kazimi, M. R (2007).Pakistan Studies. Karachi: Oxford University Press.
Kazimi.M.R. (2009).A Concise History of Pakistan.Oxford University Press.
Kennedy, C. (Ed.) (2006). Pakistan 2005. Karachi: Oxford University Press.
Khan, F. K. (1991).A Geographyof Pakistan: Environment, People and
Economy. Karachi: Oxford UniversityPress.
Khan, H. (2001).Constitutional and Political History of Pakistan.Karachi: Oxford University
Press. Malik, H. &Gankovsky, Y. V. (Eds.) (2006).The Encyclopedia of Pakistan.Oxford
University Press.
Rabbani, M. I. (2003). (Revised Edition).Introduction to Pakistan Studies.Lahore: Caravan
Book House.
RafiqueAfzal, Political Parties in Pakistan, Islamabad: National Institute of Historical and
Cultural Research, 1999, (Vol. I, II and III) 1999.
Shafqat, Saeed, New Perspectives on Pakistan: Visions for the Future, Karachi, Oxford
University Press, 2007
Smith, N. (2007). Pakistan: History, Culture and Government. Karachi: Oxford
Yusuf, Hamid (1998) A study of political Development 1947-99. Lahore: The Academy.
Website Resources
Story of Pakistan: A multimedia journey

http://www.storyofpakistan.com/
Government of Pakistan
http://www.pakistan.gov.pk/
Pakistan Institute of Trade and

Development www.pitad.org.pk
Pakistan Agricultural Research

Council http://www.parc.gov.pk/
Geographical Association: Furthering the learning and teaching of

Geography http://www.geography.org.uk/
National Fund for Cultural

Heritage
http://www.heritage.gov.pk/
Defense Journal:
http://www.defencejournal.com
Constitution of Pakistan
http://www.mofa.gov.pk/Publications/constitution.pdf
Declaration on Rights and Duties of States

http://untreaty.un.org/ilc/texts/instruments/english/draft%20articles/2_1_1949.pdf
Methods of teaching Islamic Studies
EDU-312
Chapter 1 : Traditional Teaching Methods of Islamiyat :
ch10261
 Translation Method
 Lecture Method ch10261
 Logical Method
 Discussion Method
 Assignment Method
 Touring Method
Chapter 2: Modern Teaching Methods of Islamiyat :
 Problem Solving Method

 Project Method
 Heuristic Method
 Unit Method
 Demonstration Method
Chapter 3: Teaching System of Islam
 Holly Quran and Teaching

 Holly Prophet (S.A.W) as Teacher
 Principles of Islamic Education
 Characteristics of Islamic Education System
Chapter4: Lesson Plan
 Topics
 Planing
Chapter 5: Teacher and Learner, Islamiyat

Attributes of Islamic Teacher ch_7.pdf
 Educational Capability
 Personal Attributes
 Tarbiyatti Background
Chapter 6 : Responsibilities of Islamic Teacher
 Role of Student and teacher

5. A.V Aids
arkan-e-isla
 Importance of A.V Aids

 Types of A.V Aids for Islamiat
6. Types of Tests:
 Oral Test
 Written Test
 Practical Test
 External Test
 Modern Types of Tests
7. Aspects of Islamic Code of Life:
 A Complete system of Islam
Introduction of Different Parts of Islamic System:
 Basic concept
 Concept of Muslim Society
 Spiritual System
 Moral System
 Social System
 Economic System
 Political System
 Legal System
Purposes of Teaching Islamiyat in Secondary Classes

Communication Skills
ENG-421
YEAR/SEMESTER: Year 1/Semester 2
DURATION: 3 credits, 48 class hours
PREREQUISITES: successful completion of courses in semester 1
COURSE DESCRIPTION
This is the second English course for prospective elementary school teachers. It aims to
develop skills for effective communication and presentation using clear and appropriate
English. The course comprises five units which focus on developing effective
communication strategies, making oral presentations, understanding intonation patterns and
their role in determining the meaning of a message or text, and how to present information in
speech and writing. The first five weeks are devoted to developing student teacher language
confidence and interpersonal skills. This is followed by task-based projects which
incorporate all four language skills in order to develop their proficiency in English language.
COURSE OUTCOMES
 use English confidently andindependently

 discriminate between formal and informal languageuse
 communicate effectively in speech and writing with different audiences for a variety
of purposes
 communicate their own ideas clearly by applying their knowledge of grammar and
usage in written and oralpresentations
 identify the main stylistic features of descriptive, narrative, persuasive and
argumentative texts
To make student teachers independent users of language, it is essential to involve them in the
learning process. The course requires an integrated approach to language teaching which
enables learning of all the four skills of language (i.e. listening, speaking, reading and
writing) in natural settings. The learning and teaching approach should be balanced so that
student teachers not only learn about language, but also how to use English in different
contexts. The teachers and students are encouraged to respond through group and pair work,
active learning strategies such as role plays, debates, presentations, brainstorming, etc.
Although student teachers may lack the necessary background at the beginning of the
course to communicate in English, instructors will use English as the language of
instruction. Instead of switching to Urdu or other languages when there is a problem,
instructors will use alternative strategies such as slowing down, repeating a text, asking
others to explain, or using simpler vocabulary.
SEMESTER OUTLINE
UNI 1 – EFFECTI COMMUNICAT (3 weeks/9 hours)

T VE ION
The first unit aims at building student teacher confidence and understanding the factors that
lead to communicating a thought, an idea or a message clearly and effectively. From a sender
to receiver, encoding to decoding a message, the communication cycle comprises various
verbal and non-verbal elements as well as calling on the interpersonal skills of individuals.
However, various factors may lead to the creation of a gap in oral and written
communication. These factors are
explored in depth in this unit.
Effective communication
Week 1  Communicatingeffectively
 The communication cycle andprocess
 Communicationbarriers
Language Development of English Language Teachers (ELT)
Week 2  Understanding groupdynamics
 Understanding ELT as a self directedlearner
 Developing Language awareness by using CLTactivities
Organizing a message
Week 3  Grammatical accuracy in speech andwriting
 Coherence andclarity
 Opening statement/topic sentence & keywords
UNIT 2 – MAKING ORAL PRESENTATIONS (2 weeks/6 hours)
This unit draws the attention of student teachers to the design and delivery of an effective
presentation by giving essential tips and allocating sufficient time for practice sessions. A
good presentation requires organized planning and preparation, careful selection of language
and vocabulary, the correct body language and rapport with the audience. With an
understanding of these requirements, the student teachers should be able to develop sufficient
confidence to
handle the various tasks required in giving a clear and cogent oral presentation.
Effective presentations
Week 4  The ingredients of a successfulpresentations
 Structuring a presentation – the key stages
 Using visual displays to present key facts andfigures
Presenting in a logically organized and interesting manner

Week 5  Using PowerPoint or overhead transparencies for presentations that
describea process/phenomenon
 Tips to hold your audience’sattention
 Preparing for apresentation
 Delivering a five-minutepresentation
UNI 3 – SOUN PATTERNS, TONE PURPO (4 weeks/12 hours)
T D AND SE
In this unit, student teachers will be given a one-week refresher to re-learn and articulate
basic sounds (consonants and vowels) and sound patterns of English language through
practical activities. The unit, furthermore, suggests some critical awareness of intonation
patterns in listening and reading texts and how the meaning changes with variation in tone.
Sound patterns and tone
Week 6  Vowel and consonant sounds andclusters
 Phonemes andsyllables
 Stress andintonation
Modes of communication
Week 7  Audience and purpose - Visual texts: pictures and videoclips
 Identifying purpose and audience in differenttexts
 The language of media – differentiating between audience andpurpose
Audience specific
Week 8  Writing for differentaudience
 Presenting informally vs.formally
 Communicating through differentmediums
Week 9 Understanding the purpose
 Reading formeanings
 Reports/Descriptive vs. narrativetexts
 Argumentative vs. persuasivetexts
 Writing/Presentingpersuasively
UNIT 4 – PERSUADING AUDIENCE (3 weeks/9 hours)
Once the purpose and goal of a message have been identified, the major task is to ensure the
audience follow the thought presented. By giving practice through various modes of
communication like formal speeches, public announcements, news broadcast and
presentation of a CV, this unit offers opportunities for student teachers to become familiar
with the needs of modifications in language and structure according to the requirements of
the audience. It also incorporates a section on writing persuasively to make requests and
compose applications or
letters.
Public speaking
Week 10  Speech/presentation: extemporary andprepared
 Public announcements
 Newsbroadcast
Being interviewed
Week 11  Résumé/CV
 Interview skills
 Interviewing for ajob/internship
Persuasive writing
Week 12  Writingpersuasively
 Applications
 Letters of advice/directrequest
UNIT 5 – COLLECTING & PRESENTING INFORMATION (4 weeks/12 hours)
Student teachers will examine learning differences, both normal variation in learning styles
and disabilities and disorders. Student teachers will consider the role of the school and the
instructor in managing and accommodating learning difference in classroom practice in
addition to the perspectives on national educational policy in Pakistan on accommodating
diverse
developmental needs.
Collecting information
Week 13  Power reading/studyskills
 Note-taking;summarizing
 Synthesizinginformation
Graphical information
Week 14  Reading graphical information: data presented through charts, graphs,etc.
 Converting a report to achart/graph
 Summary andoutline
Collecting and presenting data objectively
Week 15  Small scale researchproject
 Developing aquestionnaire
 Gathering data and presentingfindings
 Reportingresults
Week 16 Project
presentation
Revisions
Eastwood, J. (2005) Oxford Practice Grammar, Karachi: Oxford

University Press. Swan, J. Practical English Usage (3rdeditions) Oxford
University Press
Thomson and Martinet, A practical English Grammar (Intermediate) Oxford University
Press Howe, D.H. & Kilpatrick, L. (2008) English for Undergraduates, Oxford: Oxford
University Press Write better, Speak better (2005) Editors of Readers Digest. Readers’
Digest Association
The following websites provide a wealth of
resources:
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/http://
www.teachingenglish.org.uk/
http://freesoftwarepc.biz/educational-software/download-free-software-3d-grammar-
english-portable/ (a grammar software free download)
GRADING POLICY
A variety of assessments should be used to assess student learning. It is recommended that course work count
towards at least 50% of the final grade. Instructors will advise student teachers about which pieces of course
work (assignments) will be graded. The remainder of the grade will be determined by mid and end of
semester exams.
Teaching literacy Skills
EDU-403
Credit Value: 3 credits

Pre-requisites: F.A. /F. Sc.
Course Description
This course will prepare teachers to understand, use and apply technologies (computer, digital
camera, mobile phones) in an effective, efficient and ethical ways. Advanced technologies are
more pervasive today than they have ever been, and their uses are expanding continually. ICT
is significantly enhancing and altering human activity, and enabling us to live, work and think
in ways that most of us never thought possible. Prospective teachers will actively explore the
fundamental concepts, knowledge, skills, and attitudes for applying technology in educational
settings. They will also learn to develop skills like collaboration, higher-order thinking,
problem solving, and self-direction through effective use of technology tools and resources
thus, enabling them to be a lifelong learner in 21stcentury.
Course outcomes:
Trainee-teachers develop confidence and an aptitude for using computers and will be able to:
 use computer technology as a tool for communication & collaboration, problemsolving
 create productivity materials related to teaching profession (lesson plans, result
sheets etc)
 use computers technology for personal & professional growth, for research
and generating newknowledge
 explore new technologies/knowledge for career growth as lifelonglearners
Learning & Teaching Approaches:
This is a skills-focused/practical course and it is expected that all the sessions would be
implemented practically in the computer lab. The course is based on interactive exploration
approach using lecture demonstration method with various teaching techniques including K-
W- H-L, brain storming, thought provoking questions, think pair-share, reflections,
discussions, etc. The instructional strategies recommended focus the development of
knowledge, skills and attitude.
Each planned session is of 60 minutes
Allocate 2 hours of trainee-practice with each hour of teacher-facilitated instruction. For

a 3 credit hours course, it takes 3 hours of teacher-facilitated instruction with 6 hours of
traine teacher practice a week.
Content Outline
Unit 1
Introduction to Computer (1.5 weeks/ 4 hours)

Week # Session/Main topics Details of sub-topics
 Introduction tocomputer
Session-1: History  Examples ofcomputer
and classification of o personal computers (desk-top,
computers laptops, pocket PCs/hand-
heldcomputers)
o main-frame computersystems
 Brief history of computers withtimeline
Knowledge about and interfacing with:
 Input devices (Examples: mouse, keyboard,

Week 1 scanner, joystick, webcam, digital camera, bar-
Sessions 2: Introduction code reader, digital voice recorder,etc.)
to computers - Learning o Knowing the mouse andkeyboard
about Input devices  Interfacing with the computer using
mouseand keyboard
o Practicing to input data using a mouse
(left- click, right-click, move, drag,
trackball, double-click),etc.
 Output devices (Examples:

Sessions 3: Learning printer,speaker, projector,etc.)
about different parts  Storage devices (hard disk, USB-
(hardware) of flashdisk, CDs/DVDs, memory
computer and card,etc.)
accessories  Understanding of Central Processing Unit(CPU)
 How do computerswork?
Session 1:  Operating/System softwareintroduction
Week 2 Computer Software  Application software- usage & types
(word processing, spreadsheets,
multimedia,etc.)
Unit 2
Learning Computer Basics and Internet (3.5 weeks/ 11 hours)

Week # Main topics Sub-topics
Hands-on activities on:
o User window (Minimizing, maximizing and

closing a window, menu, status and other
Session 2: bars, etc.)
Interfacing with  Working with the OperatingSystem
computer o Start/Shut down (menu, purpose,etc.)
o User window (Minimizing, maximizing
and closing a window, menu, status and
Week other bars,etc.)
2 o Basic concepts of Desktop,
(contd. Icons,shortcuts, etc.
)
 Working with the Operating System(Continued)
o ControlPanel
Session 3: Interfacing o UsingHelp
with computer o Selecting a Printer, Changing a
(Contd.) Default Printer, Checking the Status
of aPrinter
 Concept of files and folders (types of

filesand extension)
Session 1: Interfacing  File and folderproperties
with computer o Renaming a folder, etc. (Practicing to input
(Contd.) data using a keyboard)
Week 3  Types of storagedevices

Session 2: Interfacing  Practically knowing and accessing
with computer storage devices/drives
(Contd.)
 Data transfer between different storage

Session 3: Interfacing devices (Example: to/from USB-flash disk to
with computer hard disk, etc.)
(Contd.)
 Introduction to Internet and the World Wide
Web (www)
 Internet browsing applications
Session 1: Internet (Examples:Internet Explorer, Mozilla Firefox,
Week 4 basics Apple Safari,etc.)
 Web addresses andlinks
 Interfacing with the Internet browser window

Session 2: Internet
(browser menu-bar, buttons, scrolling,
basics (Contd.)
clickingon
links, etc.)
 Searchengines
 Using specialized web-sites (see reference

Session 3: web- links)
Internet basics  Searching for information (search tips,etc.)
(Contd.)
Brief introduction to:
Session 1: Introduction  Local Area Network (LAN); sharing on a

to different types of LAN; Wide Area Network (WAN);
Networks (LAN/WAN, WirelessNetworks
wireless)  Sharing on networks; network-related
security issues
 Firewalls
Session 2:  Security (Identity and virusprotection):
Security (Identity o Protection against virus and spamemails
and virus o What is Hacking, and protecting againstit
Week 5 protection)
 Software installation (Example: Installing

an electronicDictionary)
Session 3:  Utilities:
Troubleshooting, o What is file compression and why it isneeded
software installation o File compression applications
and protection (Winzip,other programs)
o Learning to compress files and
foldersusing Windows default options
(Zip,rar)
Unit 3
Using Productivity Applications (Word Processing) (Microsoft Word, OpenOffice.org

Writer) (2 weeks/ 6 hours)
Week # Session/Main topics Details of sub-topics
 General introduction to applicationwindow
 Creating, saving & openingdocuments
Weeks 6 (6 Sessions)  Formatting, editing Pages, text &paragraphs
and 7  Adding pictures to pages (Clipart & fromfile)
 Working with tables, charts &graphs
 Working with Diagrams (Using “draw”feature)
Using Productivity  Print preferences, printer properties and
Applications (Word printinga document
Processing) (Microsoft  Using preset and advancefeatures
Word, OpenOffice.org  Using word processing to create classroom
Writer) instruction documents (diagrams, lesson plan,
worksheets, flash cards, brochures, newsletters)
and motivation tool(certificate)
Unit 4: Using Productivity Applications (Spreadsheet)
(Microsoft Excel,OpenOffice.orgCalc) (2 weeks/ 6hours)

 General introduction to spreadsheetsinterface
 Creating, saving & openingspreadsheet
 Using worksheets (renaming and
adding worksheets)
 Adding and working with
information(formatting cells, adding comments,
(6 Sessions) insertinghyperlinks)
 Changing the look of information with
Using Productivity spreadsheet (cell alignment, changing font face
Weeks Applications and size, adding background color to cells and
(Spreadsheet) (Microsoft rows, inserting picture)
8&9 Excel, OpenOffice.org  Doing Mathematics (formulas:
Calc) addition, subtraction, average, logic
formulaetc)
 Making charts (formatting i.e. background,
legend, color of bars, creatingpictograph)
 Including printproperties
 Using spread sheets to create class room
management documents (seating chart,
electronic attendance register, result sheet,
student academic performance graph, biodata)
Unit 5: Using Productivity Application (Multimedia)
Microsoft PowerPoint, OpenOffice.org Impress

Week # Main Sub-topics
topics
 General introduction to multimediaapplication
 Creating, saving & openingpresentation
 Viewing and working withslides
 Building presentations (adding, moving/sorting
and duplicating aslide)
 Making slides look good (applying templates,
(6 Sessions) changing color schemes, slide
layout,background)
Weeks Using Productivity  Adding pictures and artistic effects (inserting
Applications compressing pictures , applying borders to
10 & (Multimedia pictures and other objects, adding 3-Deffects,
Presentation) (Microsoft  Adding sounds, movies andlinks
11 PowerPoint,  Adding animations and special effects (applying
OpenOffice.org slide transition, adding & customizing
Impress) animations, adding action buttons, turning
offanimations)
 Setting up and playing
presentation(printing presentations,
settingtime)
 Using multimedia to create presentation
(school profile, lesson presentation, action
plans, assignment presentation,etc)
Unit 6: Making Connections (3 weeks/ 9 hours)
Week # Main Sub-topics
topics
 Searching multimediaresources
(3 sessions)
 Uploading, downloading documents and
otherfiles (pictures, audio,etc.)
Searching and saving
 Saving information from Webpages
web resources (images,
 Interfacing with online multimedia
audio, videos)
resources (Example: videos
Weeks onwww.youtube.com about
learningcomputer)
12 &  Creating and using e-mail to communicate
(3 sessions) and collaborate
13 o E-mail management (creating, sorting,
Communicating forwarding, searching,
through Internet flagging,deleting)
o Attaching document (files &folders)
 Using Web 2.0, Using chat/talk
applications(Skype, GoogleTalk,etc.)
 Introduction to onlinecollaboration
(3 sessions)  Working with an online collaboration
Week 14 application (Application: Googledocs)
Online  Creating, importing and editing a file –
collaboration document, spreadsheet &presentation)
applications  Sharing and accessing onlinefiles
Unit-7: Using multimedia devices and resources (1 week/ 3 hours)

 Introduction and examples of digital devices
(camera, mobile phone, digital voice
recorders,etc.)
(3 sessions)  Using a digital camera and other technologies
i.e. mobile phones to down-load images,
Week 15 Using multimedia andvideos
digital devices with a  Transferring images and videos to computer
computer from mobile devices (mobile phone,camera)
 Using multimedia applications (Examples: Real
Player, Windows Media Player, Quick Time
Player etc. ) to play educational audio &
videoclips
Unit 8: Use of computer in daily life (1 weeks/ 3 hours)

 Uses ofcomputer
Session-1:
o atworkplace,
o incommunity,
Working in the o forcommunication,
information o education & research,literacy
society o entertainment
 Code ofethics
Session-2:
 Computercrime
Week 16  Copyrights Law and fair-use guidelines
Computer
and plagiarism
ethics
Session-3:  Computer as ateacher

 Use of computer-assistedinstruction
Computer-  Online education (Example: Virtual
Assisted Universityof Pakistan
Instruction (CAI)
Course Grading Policy

The ability to use a computer can only really be judged by having someone complete a task
using a computer. A written exam is of almost no use as an assessment method for this
course.
Your instructor will give you a series of assignments and tasks to perform throughout the
course, with several at the mid-point and end of the course. These will be graded. Your
instructor should tell you in advance which courses will be graded.
combination of materials. It will provide opportunities for participants to explore their
abilities to transmit forceful and meaningful ideas in a variety of media to a two-
dimensional surface based on their previous experiences. Participants would be encouraged to
use sketch books to note information and develop ideas, make use of a good variety of media
to illustrate art history
lessons,e.g.teachercanexploreandexperimentwithdifferentmediumstoillustrateherideas,she
can develop a time line mural, explore low cost materials for making cave arts etc develop
skills in note-making when viewing reproductions of the work of artists and designers; set
regular assignments for homework which require personal research. Variety of teaching and
learning approaches would be used e.g. the museum visit/ report and the research project,
glossary, handouts.
EXAMPLE ASSIGNMENTS
These are examples of the types of assignments you might be given. Your instructor will tell
you more about course assignments.
 Visitanartgalleryormuseum.Askstudentstoselectthreepiecesofwork.Ifpossible,they
should photograph the work and then write about why they like thepiece.
 Work with a group of children inelementary grades to make simple puppets. Help
them prepare and stage a short puppetshow.
 Preparea varietyofobjectsforuseinanelementarygradeclassroomusingjunkorrecycle-
able materials. Explain how they might beused.
 Plananartactivityforchildreninelementarygrades.Tryouttheactivityatschoolandaskone of
your peers to observe and give feedback at the end of the lesson. Write a reflection about
yourexperienceteachingthelesson–includingobservationsfromyourpeers.
 Aspartoflearningaboutaparticularschoolofpainting,prepareanartwork‘inthestyleof’
thatschool.
 Interviewalocalartisane.g.aweaver,apotter,awoodcarvertofindoutmoreabouttheir
work.Prepareavideo,aphotodisplayorposterabouttheirwork,witha commentary.
COURSE GRADING POLICY

Multiple variety of assessment will be used in the course. By using multiple forms of
assessment, the instructor will have many windows on the knowledge, skills and dispositions
of prospective teachers. The total grade determined by examinations will not exceed 20% of
the course grade. Prospective teachers are expected to be present in class, engage with
activities and discussion and complete course assignments. The course instructor will tell you
how the course will be graded and which assignments will be graded.
SEMESTER OUTLINE
Unit 1: Introduction to Arts, Crafts & Calligraphy (2 Weeks)

Week  What are Arts, Crafts andCalligraphy?
1  The role of the teacher in teachingart
 Influence of the arts in children’sdevelopment
Week  Calligraphy- The emergence of Islamiccalligraphy
2  Ceramics andSculpture
 Puppetry inPakistan
Unit 2: History and Culture

Week  IndusCivilizations
3  Exploration of history through a museum
visit Art and Architecture (From Indus
toMughal)
Week  Islamic Art and Calligraphy (Introduction of art and craft and
4 calligraphy/origin from Persian artist and theircalligraphy)
 Pakistani Calligraphers ( Anwar Jalal Shimza, Rasheed Butt,
HanifRamy, Zahoor-ul- Ikhlaq, Arshad, Sadqain, Shakir Ali, Gulgee,
AslamKamal)
 Review of thisunit
Unit 3: History and Culture

Week  Introduction to the Cubism Understand theCubism
5  Pakistani Artist‘s ( worked in Realism e.g. Shakir AliMansoorRahi)
Week  Intro aboutRealism
6  Pakistani Artist‘s work inRealism
 (Ali Imam, M. Husain, Hanjra, Khalid Iqbal, Ana Molka) Hands-onactivities
Week  Abstraction
7  Origin and History of Abstractart
 ExploretheworkofPakistaniartistsinabstract(AhmedPervaiz,LubnaLatif,
Maqsood Ali, Anwar MaqssodHameedAli)
 Hands-onactivities
Week  Indigenousart
8  Pottery, ceramics, textile etc. Hands-onactivities
Week  Art Across thecurriculum
9  Ideas to integrate art with languages, science, social studies, mathematics
etc. Teachers will be facilitated to learn how illustrations, drawings and
craft work can be used to understand and express the concepts of science,
maths, social studies and skills inlanguages
 Hands on activities andconclusion
Unit 4: Elements of Art & Principle of Design

Week 10  Understanding elements of art (line, Shapes, color, texture, and space
and volume)
 The importance of lines and its use in artwork
 Kinds oflines
 Use of color (Color wheels, tints, tones andshade)
 UseofSpaceandvaluein2Dand3DartTexture
Week  Use of Space and
11 valuein 2D and 3D
artTexture
 (Natural and man-made)
 Introduction of Principle of Design (unity, variety, balance, contrast,
emphasis, and pattern andproportion)
Week  Drawing/ technique ofrendering
12  Stilllife
 Painting
Week  Printing
13  Patternmaking
 Shapes- organic and geometricalshapes
Week  Sculpture
14 Landscap
e
 Stick Drawing and conclusion and review of theunit
Week  What is assessment in artcurriculum?
15  How and why we assesscreativity?
 Review the recommendations proposed in the national curriculumgrades
Week  Design rubric/checklist forportfolio
16  Set criteria for presentation/display/ peer and self-assessmentetc.
 Conclusion and review of wholeunit
TEXTBOOKS AND REFERENCES
Barnes, R. (1996). Teaching Art to Young Children 4-9.londonand New York : Routledge,
(1996).Eisner,E.(2002).TheArtsandtheCreation ofMind,Chapter4,WhattheArtsTeachandHowIt
Shows. s.l.: Yale University Press, NAEA Publications,(2002).
J., Lancaster. (1990. Art in the Primary Schoo.Bungay, Suffolk : Richard Clay Ltd, (1990. Jenkins,
P.D. 1986.Art for the fun of it.A guide for teaching young children.USA :Simon &Schuster,
1986. K., Gentle. 1993. Teaching Painting in the Primary School. UK: Redwood Books,
Trowbridge, 1993.
M., Dowling. (1992). Education 3-5. UK :Athenaem, (1992).
Matthews, J. 1994. Helping Children to Draw & Paint in early Children.Children and
visual representation.London :Hodder& Stoughton., 1994.
P., Gura. (1996. Resources for early Learning Children, Adults and
Stuf.London :Hodder& Stoughton, (1996.
P., Tambling. (1990. Performing Arts in the Primary School.UK :Dotesios, (1990. R., Fisher.
1992. Teaching Juniors. UK :T.J. Press, 1992.
Vandal, S.H. Art Education in Pakistan: A case study of bringing art to school children at
the informal level. Pakistan :s.n.
Razzak.A (2011) Children and Art- Status of art education in Pakistan: VDM. Germany
Razzak.A (2009) Fun with paper bag: Feroz Sons. Lahore
Teaching of Urdu/Regional Languages
EDU-407
Teaching of General Science
EDU-409
SEMESTER: Year 2 / Semester3
DURATION (Hours): 48 hours (16
weeks) CREDITVALUE: 03credits
PREREQUISITES: Matriculation (with a sciencesubject)
COURSE DESCRIPTION:
This Science II course will strengthen prospective elementary teachers’ subject matter
knowledge. It provides further opportunity to deepen the pedagogical science content
knowledge required to effectively teach general science in elementary school. The course
covers core concepts in physical science, life science, and earth science. It also covers
teaching strategies and instructional approaches that best support the development of a
conceptual understanding of science. In contrast to Science I, which dealt with simpler
concepts, Science II establishes connections between core concepts, such as matter and
energy, and entire systems, such as Earth’s systems or systems within the humanbody.
After taking Science I and Science II, the prospective student teachers will be well
prepared to implement the National Curriculum in elementary grades 1-5.
Science I and Science II integrate science content with science pedagogy and skill building.
Both courses are designed to prepare prospective elementary teachers to teach inquiry
science in grades 1-5. Their (pedagogical) content knowledge is chosen accordingly. It is
recommended that prospective science teachers who want to teach science in higher
elementary grades (6-8) deepen their science knowledge further by attending additional
science classes offered in Year 3 and Year 4 of the B.Ed. (Hons)program.
COURSE OUTCOMES

1. Describe forms and interactions of energy and matter, including energy transfer
and transformations, as they apply to chemical and physical processes with an
emphasis on events/phenomena in everydaylife.
2. Begin to see that complex interactions between the atmosphere, the hydrosphere,
and the lithosphere in Earth’s systems undergo constant change. Understand the
theory of plate tectonics as it relates to Pakistan’s mountain formations and
earthquakes. Provide examples of advances in technologies that have made it
possible to more accurately predict natural disasters and provide life-saving
warnings (for floods, hurricanes, etc.). Explain how human activities influence air
and water quality, ecosystems, and climate across theglobe.
3. Begin to understand the vastness and age of the universe, and be able to discuss
the characteristics and differences of objects within our SolarSystem.
4. Describe the flow of matter and energy in living systems, and apply it to the human
body to explain, for instance, the circulatory and digestivesystem.
5. Be able to understand the purpose of scientific models and tools, and use them
appropriately. Examples are the periodic table, classification tables, maps, and
models of particle theory and the atom. In addition, be able to demonstrate and teach
data collection, recording, and graphing to present conclusions ofinvestigations.
Teaching-Learning Framework
Throughout this course, pedagogy is interwoven with the content development. Faculty will
model inquiry teaching to student teachers in order for them to experience the learning and
teaching of science in an inquiry way. Thoughtful discussions will follow such hands-on
experiences to clarify the applied methods and expected learning. These reflections are
essential because it is through these discussions that prospective teachers will gain essential
transfer and pedagogical content knowledge needed for after graduation when they enter the
field and teach science to elementary students. Therefore, it is critical to give prospective
teachers the opportunity to reflect on what they are experiencing as learners as well as
opportunities to practice their role as teachers. Teachers can thus develop meaningful
activities around core concepts that will enable their students to gain deeper conceptual
understanding and allow them to modify these activities to best meet the needs of their
individual classrooms.
This course is also designed to help students develop science thinking and process
skills in addition to content and pedagogical content knowledge.

1. Apply inquiry to the teaching of science at the elementarylevel.
2. Identify, adapt, and modify investigations that lead to conceptualunderstanding.
3. Design science investigations around coreconcepts.
4. Understand the need for learningprogressions.
5. Recognize common misconceptions and be able to respond with appropriateremedies.
6. Use open-ended questions to assess students’ conceptualunderstanding.
7. Provide their students with exciting science experiences that extend their natural
fascination with the world and help them learn the science skills and concepts they
will need in later schooling and inlife.
8. Reflect on their teaching to develop a personal approach to the teaching ofscience.
SEMESTER II OUTLINE
Unit 1: Course Overview
Week Topics/Themes
Overview of course content (science and
1 teaching) Life of scientists and the role of
science in society Nature of science and its
application for teaching
Introduction to independent course project, possible topics, and criteria

 Understand that science reflects its history and is an ongoing, changingenterprise.
 Read and reflect about the nature of science, and apply it to their own learning
and teaching.
 Distinguish between observation andinference.
 Read about famous scientists and their lives, and relate their scientific quest to their
own lives.
 Investigate and present a science topic of their choice, applying their science and
teaching of science knowledge following specific criteria (research component,
science explanations, conclusions, transfer to teaching in elementary
schoolgrades).
Unit 2: Energy Transfer, Transformations, and Conservation
Week Topics/Themes
2 Types of energy (heat, light, sound, kinetic, potential, gravitational,

etc.) Investigating light
3 Energy transfer and transformation - Concept of conduction, convection,

and radiation
Law of conservation of mass and energy
4 Teaching “Energy transfer, transformation, and conservation” in elementary

grades

 Distinguish among different forms of energy (kinetic, potential) and demonstrate
that energy can be transferred andtransformed.
 Provide examples of kinetic energy being transformed into potential energy
andvice versa.
 Recognize that heat can spread from one place to another in predictableways.
 Provide examples of the transfer of energy from hotter to cooler objects by
conduction, radiation, orconvection.
 Explain that energy can be transferred (e.g., by collisions and radiation) but
never destroyed (conservation ofenergy).
 Differentiate the states of matter based on their energy state (e.g., the structure of
molecules and atoms in these different states varies from rigid in solids to
independent motion in a gas).
 View thermal energy (i.e., heat) in terms of atomic and molecular motion (i.e., the
higher the temperature, the greater the atomic or molecularmotion).1
 Compare the transmission, reflection, refraction, and absorption of light using
different materials.
 Listen for student misconceptions about properties and particle theory, and try to
correct them.
 Identify the underlying core science concepts in this unit for elementarystudents
1 These objectives will be continued and deepened in Unit3, Energy and Matter where the
focus of energy transfers will be on the microscopic level (between and within atoms)—
for instance, understanding chemical reactions (exothermic and endothermic) and
radioactivity.
Unit 3: Interactions of Energy and Matter
Week Topics/Themes
5 Review of physical and chemical properties and physical change

Solutions and solubility
Conservation of mass in solutions
6 Introduction to chemical reactions

Difference between chemical and physical
reactions The role of energy in explaining bonds
Applications of electrolysis
7 Teaching “Interactions of Energy and Matter” in elementary grades

 Differentiate between physical and chemical properties, and physical and
chemical change.
 Gain an understanding that mass is conserved even when materials aredissolved.
 Investigate how some common materials interact to form newmaterials.
 Explain how in physical change properties of substances remain thesame.
 Provide examples of how the properties of a product of a chemical change
aredifferent than the products of thereactants.
 Provide examples of the natural world in which energy is released (or
needed) in chemical reactions (e.g., burning fossil fuels,photosynthesis).
 Be able to identify some of the underlying core science concepts in this unit
for elementarystudents.
 Be aware of misconceptions about energy and matter, and learn what to do aboutthem.
Unit 4: Earth’s Systems Undergoing Constant Change
Week Topics/Themes
8 Water, carbon, and rock cycle

Theory of plate tectonics - Living in the shadow of the big mountains
9 Climate change
10 Teaching “Earth’s Systems Undergoing Constant Change” in elementary grades

 See the Earth as a system consisting of major interacting components that
consistently undergo change. Identify physical, chemical, and biological processes
act within and among them on a wide range ofscales.
 Begin to see that there are complex interactions between the atmosphere,
the hydrosphere, and thelithosphere.
 Apply the theory of plate tectonics to explain the formation of Pakistan’s
mountain ranges and the threat ofearthquakes.
 Recognize how the movement of Earth’s lithospheric plates causes slow changes
in Earth’s surface (e.g., formation of mountains and ocean basins) and rapid ones
(e.g., volcanic eruptions andearthquakes).
 Give examples of advances in technology that have made it possible to more
accurately predict naturaldisasters.
 Understand how human activities influence air and water quality, ecosystems, and
climate across theglobe.
 Identify the underlying core science concepts in this unit for elementarystudents.
Unit 5: Solar System and the Universe
Week Topics/Themes
11 Characteristics of our Solar System

Earth and Sun compared to other objects in the sky
Working with and understanding large distances
12 Origin and evolution of Earth (and the Solar System)
13
Teaching “Our Solar System and the Universe” in elementary grades

 Differentiate groups of objects in the Solar System—including the Sun; the planets
and their moons and rings; and smaller objects, such as asteroids and comets—by
their size, composition, and position in the SolarSystem.
 Compare and contrast the properties and characteristics of Earth with those of the
other planets in our SolarSystem.
 Explain, based on the naked eye and telescopic observation, how objects in the
Solar System change position against the background ofstars.
 Begin to understand the scale of time and distance involved in deepspace.
 Describe how the early Earth was very different from the planet we live ontoday.
 Identify the underlying core science concepts in this unit for elementarystudents.
Unit 6: Human Body as a System
Week Topics/Themes
14 Flow of matter and energy in living

systems Circulatory and digestive system
Structure, function, and organization of different cells
15 Cell processes
Cellular
respiration
16 Teaching “Human Body as a System” in elementary grades

 Connect an organism’s need for food with cells’ need forfood.
 Explain how multiple body systems work together to meet cell energyneeds.
 Examine and describe the flow of matter and energy in livingsystems.
 Demonstrate through investigations that food is a source of energy (fuel) and
building materials forcells.
 Relate cellular respiration to the functions of body systems (e.g., how body
systems function to provide cells with the necessary rawmaterials).
There are many science books and other resources that could be useful during this course.
Here is just a selection:
Target Science - Physics by Stephen Pople

Target Science - Chemistry by Michael Clugston and Rosalind
Fleming The Teaching of Science in Primary schools – Wynne
Harlen
Inquiry – Thoughts, Views, and Strategies for the K-5 Classroom – National Science
Foundation Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms –
National Research Council
Taking Science to School: Learning and Teaching Science in Grades K-8 – National
Research Council
The “History of Science” is a website that provides standards-aligned resources that make
it easier to bring the history of science into a classroom. This site focuses on chemistry
standards likely to be found in an introductory chemistry or physical science class.
http://cse.edc.org/products/historyscience/default.asp.
COURSE ASSIGNMENTS
Suggested assignments are included in the Unit Guides of the course. Some are short-
term assignments and some take several weeks to complete. A mix of individual and
group assignments is also provided.
These assignments are designed to deepen students’ learning and allow them to research
and apply their knowledge to topics of personal interest. All the assignments count toward
the final grade.
Assignments are similar to those conducted in Science I but are more complex and self-directed:
a) Conduct an investigation on a science topic, and present your findings andconclusions.
b) Develop an investigation around a core science concept for an elementarygrade.
c) Write an editorial for a local newspaper on a relevant science topic stating an
opinion supported byevidence.
d) Using the inquiry approach, plan and teach a science activity in a local elementaryschool.
In addition, as part of Science II, prospective teachers will conduct an independent

research project during the course that will mirror a real-life context and investigation.
Examples of such topics could be:
 Design a model to explain the greenhouseeffect.
 Research how Pakistan generates its electricity and provide a report on how some
of it could be supplemented by using renewableenergy.
 Waste management andrecycling
 Natural resources inPakistan
 Natural disasters inPakistan
 Infectiousdiseases
GRADING POLICY
The course grading policy should be determined by the university and its affiliated colleges.
The policy should be shared with students at the beginning of the course. It is recommended
that at least 50% of the final grade is determined by course work completed by prospective
teachers.
Teaching Practice-1 (Internal)
EDU-431
Semester 4
Technical Writing
ENG-422
Classroom Assessment
EDU-402
SEMESTER: Year 2/Semester4
DURATION: 48 Hours (16weeks)
CREDITS 03
PREQUISITES: Successful completion of Semester 3courses
COURSE DESCRIPTION
Historically, the practices of testing and teaching have been conducted separately. A shift in
schools throughout the world from the practice of testing to the practice of assessment is an
effort, in part, to integrate assessment and instruction. Experienced teachers know that when
a lesson ends, the teacher does not know exactly what each student learned. (The fact that
the teacher taught does not necessarily mean that the students learned.) The only way to
know what the students actually learned is to check in some way (written quiz, homework
assignment or, perhaps, oral questions from the teacher that individual students answer when
called upon.)
Fortunately, educational researchers, working in many countries throughout the world, have
proven something that some teachers learned from experience. These researchers have shown
time and again that students earn significantly higher scores on major tests when their
teachers check for learning during and/or immediately after lessons than do similar students
whose teachers do not check for learning while students are learning but wait until it is time
for a major test. Checking for learning continuously rather than assuming it has occurred is
the essence of several practices that educators call Classroom Assessment.
The emphasis in this course is on interactions between instruction, assessment, and learning.
The goal of the course is to persuade you that integrating assessment activities into lesson
plans improves learning. You will practice writing assessment criteria and assessment
methods into lesson plans. You will study and critique links between assessment and
instruction.
Assessment, done properly, is a continuous process. The information gathered is used to

remove obstacles to learning, improve instruction, and enable students to progress to
increasingly complex mental work. The teacher who is assessing learning uses a diverse
array of methods, including tests. It is unlikely that a student enrolled in a class where the
teacher understands the process of continuous assessment will sit in a classroom very long
without learning.
You will practice giving constructive feedback, a major component of assessment, to each
other throughout the semester. You will learn about the steps involved in test construction
and practice writing questions for classroom tests. You will have the opportunity to study
and discuss different types of assessment methods. Throughout the course, you will be
encouraged to think about and discuss your own beliefs and judgments about classroom
assessment. By the end of the course, you should have a commitment to your own version of
a philosophy of assessment in the classroom.
This course is based on the belief that wise decisions are a teacher’s most important skill.
Good assessments are at the core of wise decisions.
COURSE OUTCOMES
After completing this course, you will be able to:

 explain and defend the claim that professional judgment is the essence of
classroom assessment
 explain error in assessment, identify potential sources of error, and describe how
teachers can compensate for error inassessment
 create classroom scenarios that illustrate links between instruction, assessment,
and learning.
 explain the difference between formative and summativeassessments
 list the characteristics of constructive written feedback accompanied by an
example produced by you on an elementary school student’s achievementtest
 explain why the data obtained from an assessment always has to be interpreted
and shared with relevantstakeholders
TEACHING AND LEARNING FRAMEWORK
This course introduces prospective elementary school teachers to two complex practices that
characterize effective teaching: 1) constructing a test, using it, scoring it, interpreting the
scores, and providing feedback to students: and 2) integrating assessment into lesson plans
through establishing criteria for judging if learning objectives have been attained and
selecting appropriate assessment tools.
Notions of Assessments are learned through practice, coaching, feedback and reflection in a
classroom. Since these are complex teaching practices, rather than expecting you, the student
teacher, to practice the finished act you will practice component parts which can be
integrated as you achieve proficiency. You will have models to guide you and access to cued
practice. Most of this practice can take place in college and university classrooms with peers
providing feedback to each other. The learning framework for the course is guided practice
and reflection. You will work in pairs and small groups. Class discussions will aim at
identifying indicators of quality in the work done by you and your colleagues.
SEMESTER OUTLINE
UNIT 1: INTRODUCTION TO CLASSROOM ASSESSMENT: CONCEPTS AND

CONTEXT (3 weeks, 9 hours)
The Unit will begin with begin by pushing you to explore your personal experiences with
assessment as a way to orienting you to the broader forms and functions of assessment as a
tool that measures, and also facilitates, learning. You will review research that explains the
positive role of teacher feedback on learning and also look at assessment in the light of
broader curriculum. In exploring concepts of assessment, you will learn how tests may be
used formatively or summatively and how they may be checked for reliability and validity.
Finally, you will evaluate how a culture of testing differs from a culture of authentic
assessment and all that this entails.
By the end of this unit you can expect to:

 Know what research reveals about teacher feedback before, during and afterassessment.
 Differentiate between the formative and summative uses ofassessment.
 Understand the concepts of validity and reliability as they apply to
assessments conducted in theclassroom.
 Compare and contrast a culture of testing versus a culture ofassessment
Week 1: Overview of course and ideas
Session 1 and 2
 Overview ofcourse
 Revisit Assessment practices in schools inPakistan
 Personal experience with tests inschool
 The distinction between assessment of learning and assessment forlearning
Session 3
 Review of research on the positive effects of continuousassessment
 Possible causes of those effects: motivation; feelings toward self; improvedinstruction
 Review of research on the effects of a teacher’s feedback onlearning
Week 2: Assessment concepts and underpinnings
Session 1
 Curriculum: goals, objectives, standards,targets
 Pakistan National Curriculum (2006-2007): standards, benchmarks, learningoutcomes
Session 2
 Formative and summative Assessments
 Distinguishing between the two through realexamples
Session 3
 Assessments concepts: The relationship between reliability andvalidity
Week 3: Cultures of testing and assessment
Session 1
 Shift from a culture of testing in schools to a culture ofassessment
Session 2
 Assessment practices and policies in elementary schools inPakistan
Session 3
 How might the culture of classrooms change if formative assessment becomes a
routine part of instruction? How might the roles of teachers and learners change?
Might this posechallenges?
UNIT 2: ASSESSMENT IS THE BRIDGE BETWEEN TEACHING AND

LEARNING
(5 Weeks/ 15 hours)
This unit will give you the chance to develop a valid and reliable test based on 4 to 6 lesson
units in a subject of their choice. You will work with peers, either in pairs or triads,
developing lessons that incorporate assessment. These assessment tasks can be a combination
of Selected-Response items (multiple choice, true-false and matching) and Constructed-
Response items (completion and short-answer). The test will have to be balanced not only
among these types of test items but also across the mental demands of knowing,
understanding and reasoning. You will have a chance to practice each step in test
construction, using models to guide you (a model learning unit, model table of test
specifications, and model test).
By the end of this unit, you will be able to:

 Describe both objective and subjective item types used inassessment.
 Write Selected-Response and Constructed-Response test items following the rules
and produce good examples of those testitems.
 Prepare a test specification table showing proportional representation among
content topics and among different mentaldemands.
 Prove that test items map onto lessonobjectives.
 Compile items into a test in accordance with the distribution on the table of
text specifications.
 Write clear instructions for atest.
Week 4: Constructing the Unit upon which the test will be based
This week you will work with your partner(s) to construct the 4 to 6 lessons unit upon
which your test will be based. Between Sessions 1 & 2 write the learning objectives for
your content outline. Again, check the National Curriculum and textbook to be sure your
objectives are consistent with these sources.
Session 1
 Study the subject textbooks to select the unit and determine the subject and topic
for your unit withpartner(s)
 Outline the content for your unit with yourpartner(s)
 Check your content outline with the National Curriculum content for your subject,
topic and gradelevel
Session 2
 Write the first lesson for your unit with yourpartners
Session 3
 Groups exchange their unit , read each other’s lessons and givefeedback
 Write lessons 2 and 3 for yourunit.
Week 5: Principles and rules for writing Selected-Response and Constructed-Response objective
test questions
Session 1
 Study directions for and practice writing short answer and completion questions for
your test( for the lessons that you haveconstructed)
Session 2
 Study directions for and practice writing true-false, alternate-choice and
matching questions for your test( for the lessons that you have constructed)
Session 3
 Study directions for and practice writing multiple choice items for your
test( forthe lessons that you have constructed)
Week 6: Assembling your test
Session 1
 Writing and constructing answers to sentence completion and short answerquestions
Session 2
 Writing and constructing answers to true-false, alternate-choice and matchingquestions
Session 3
 Writing and constructing answers to multiplequestions
 Writing directions for thetest
Week 7: Assembling your test
Session 1
 Building a Table of SpecificationsI
Session 2
 Finishing a Table of SpecificationsII
Session 3
 Checking for balance in the coverage of learningobjectives
 Determining the length of thetest
Week 8: Essays - One way to assess complex learning and achievement
Session 1
 Forms and uses of essayquestions
 Restricted-Response essayquestions
 Extended-Response essayquestions
Session 2
 Scoring rubrics for Restricted and Extended-Responseessays
Session 3
 Advantages and limitations ofessays
 Suggestions for constructingessays
Week 9: Making sense of the test items
By now you and you and your partner(s) will have gained enough experience on how to
write a good test and connect it with SLO’s. You can now analyze the type of test items that
you see in textbooks for the same unit or a teacher made test.
Session 1
 Item analysis of thetest.
 Report on the results of the itemanalysis
 Decide which items toeliminate/improve.
Session 2 and 3
 Research on students’ reactions to the kinds of tests that they are given by the
teachers as a means of feedback on tests items.
UNIT 3: INTEGRATING AND SHARING ASSESSMENT RESULTS (3 weeks, 9

hours)
You have been in school for 13 years, at least. During those years you were given feedback
about your academic performance but you may not be fully aware of the influence that
feedback had on your attitude and motivation toward learning and your feelings about
yourself as a student. This unit will introduce you to the importance of feedback and the
types of feedback that have the most positive effects on learning and motivation. Motivation
has been included in two previous courses you have taken, i.e. Methods of Teaching and
Classroom Management. This unit will reinforce what you already know about motivation
while showing you the critical role that teacher feedback plays in this.
Feedback is a term that educators borrowed from biologists and electrical engineers. Used by
teachers, feedback means giving information to a student in response to an action on the part
of the student. You will learn in this unit there is more than one type of feedback. To be
useful to a student, feedback must make him or herthink.
In this unit you will work with partner(s) on the test you created in the previous unit, share it
with a cooperating teacher in a school and with his/her support, administer it to a group of
students. You will provide two or three rounds of feedback to students based on their
performance in this test and evaluate the effects that your feedback had on their next
performance.
Unit Outcomes
By the end of this unit you will:

 Know what makes feedback particularlyeffective.
 Be able to provide feedback that enableslearning.
 Appreciate parents’ need for information about their child’s performance on
tests and other assessments and give it to themeffectively.
Week 10: Characteristics of effective and ineffective feedback
Session 1
 What isfeedback?
 What are some ways in which teachers provide conscious and unconscious
feedback to students? How might these affectlearning?
 Conclusions from research on feedback in theclassroom
Session 2
 Characteristics of effectivefeedback
 Consequences for students from effective feedback onassessments
 Examples of effectivefeedback
 Characteristics of ineffectivefeedback
 Examples of ineffectivefeedback
Session 3
 Guidelines for writing effectivefeedback
 Ways to avoid ineffective feedbackstatements
 The role of feedback in increasing students’ learning andconfidence
Develop a mock conference with a student in which you provide feedback on his/her
recent assignment. Peers will critique each others’ feedback strategy.
Week 11: Sharing assessment results with others
Session 1
 How might you provide feedback to a parent in a way that facilitates the
environment of teaching and learning athome
 Develop a mock parent teacher conference, keeping cultural considerations inmind.
 Role-play various parent teacher conferencescenarios
Session 2 and 3
Develop a mock teacher student session following points to be considered
 Sharing assessment results withstudents
 Integrate test performance with classroomperformance.
 Develop some feedback statements that you would give students on theirassignments
Week 12: Practice - Feedback to students and assessment results to parents

This week follows the practical administering of a test to students in a lab school. Bring the
test results including transcripts of any oral or written feedback you provided.
Session 1
 Half the class presents theirfeedback.
 Members of the class critique the feedbackpresentations
Session 2
 The other half of the class presents theirfeedback.
 Members of the class critique the feedbackpresentations
Session 3
 Feedback Framework: Medal, Mission andGoals
 review the feedback received in different courses against thisframework
UNIT 4: THE ARRAY OF AVAILABLE ASSESSMENT TASKS (4 weeks/12 hours)

Teachers are assessing their students all the time but such assessment is often neither
systematic nor recorded and the teacher may or may not remember what s/he learned about a
particular student or a group of students. In this unit alternate forms of assessment will be
discussed, you will receive information about the variety of assessment tasks that are
available to you in addition to tests. At the end of the Unit your will review your
understanding of assessment and how this course has helped you in constructing new
knowledge regarding assessment. You will further enhance your knowledge of assessment
testing and evaluation when you will study a second course ion Year 3 of the 4 year B.Ed.
Hons.
Week 13 Informal Performance Assessment

 Anecdotes in teacherjournals.
 Homework
 Written work produced inclass
 Informal behavioral observation with check lists and ratingscales
 Classdiscussions.
 Academic Tasks (Running Oral Reading Records, forexample)
Weeks 14 Restricted and Extended Performance Assessment

 Essays, Experiments, Projects, Demonstrations,Performances
 The Best Apple: an example of a Restricted PerformanceAssessment
 The Green Bean Race: an example of an ExtendedPerformance
 Rubrics
 Learning objectives for PerformanceAssessments
 Strengths and weaknesses of PerformanceAssessments
Weeks 15 Portfolios
 Purpose of PortfolioAssessment
 Supplycontent
 Evaluation ofStructure
 Evaluation ofContent
 Illustrations of Portfolio Assessment: Your Semester 3 Student TeachingPortfolio
Week 16 Review
 You know more about assessment now than you knew 15 weeks ago when you had
the discussion about a shift from a culture of testing in schools to a culture of
assessment. Go back to that discussion now. Do you believe such a cultural shift
can take place in classrooms in Pakistan?How?
 Though the topic was not covered in this course, there is some evidence that students
earn higher scores on a test if they write test questions and answer them before taking
the test prepared by the teacher. This is a good course in which to try this out. See if
you can devise an assessment task for the course that you are taking and share it with
your professor.
Practice Exercises
This course was developed around a series paper and pencil exercises designed to help you
acquire the knowledge and skill to conduct classroom assessment. We recommend to your
teachers that you do these exercises in class. We also recommend that you exchange with
partners and use your partner’s work to practice giving constructivefeedback.
Appendix A of the instructor’s guide for this course contains a set of materials (learning
objectives for a unit on the solar system; the 8 lesson unit; a table of specifications for the
test; an answer key; and a spread sheet with 32 students’ answers keyed to whether the
answer was correct or incorrect.) You will be given a copy of these materials when you
receive this syllabus. You will use these materials throughout the semester to learn about
relationships between assessment and instruction as well as the process of test construction.
The materials were developed for this course by twoteachers.
Course Assignments
Assignments will be listed on a separate handout. These assignments will count toward
your grade.
Examples of assignments are:

 Interviews with school officials about assessment practices at the district and
provincial levels
 Designing alternate assessments to those in studentstextbooks
 An information sheet for parents explaining the difference between formative
and summative assessment
 Creation and administration of atest
 Providing informative feedback to students on the test they have taken that
you have Developed.
Grading Policy
The university and its affiliated colleges will determine the course grading policy which will
be shared with students at the beginning of the course. It is recommended that at least 50%
of the final grade be determined by course work carried out by students preparing to be
teachers.
Course work may include assignments completed in schools
Suggested Textbooks and Resources

Black, P., Harrison, C., Lee, C., Marshall, B., &Wiliam, D. (2010).Assessment for learning:
Putting it into practice. Berkshire, UK: Open University Press.
Clarke, S. (2008). Active learning through formative assessment.

London, UK: Hodder Education
McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective

standards-based instruction (5thed). Boston: Pearson.
Miller, M.D., Linn, R.L., &Gronlund, N.E. (2009).Measurement and assessment in teaching (10thed).
Upper Saddle River, NJ: Pearson.
Stiggins, R., Arter, J., Chappuis, J., &Chappuis, S. (2006). Classroom assessment for
student learning: Do it right-Using it well. Boston: Pearson. This text has a DVD and CD.
Wiliam, D. (2011). Embedded formative assessment.Bloomington, IN: Solution Tree Press.

There are several website addresses to use for the course that are recorded on the
handouts where they are to be used. They were last checked during the week of
December 3, 2012 and were active.
TEACHING SOCIAL STUDIES
Year/semester
Year 2, semester 4
Credit value
3 credits
Prerequisites
Successful completion of semesters 1–3
Course description
Thiscoursewillhelpyou,asaStudentTeacher,toreflectonthepurposeofteachi
ng
socialstudiesandtoshapeyourapproachtoteachingthesubject.Itwillprepare
you
toteachtheknowledge,skills,values,andattitudesessentialfordemocraticciti
zenship.
Asasocialstudiesteacher,youwillhavetheopportunitytoencourageinformed
and responsible civicaction.
Socialstudiesteachershaveanaddedresponsibilitytohelpchildrenunderstan
dtheir
world.Moreover,yourtaskbecomesmorechallenginggiventhedynamicnatur
eof
societyandthesubjectmatter,thenatureandneedsoflearners,andthewidevari
ety of learning contexts inPakistan.
Socialstudiesiscomprisedofseveraldisciplinessuchashistory,geography,pol
itical
science,andeconomics.Youwillexaminerecurringsocialissuesincludingco
ntrover-
sies,specificallycurrentandpersistentlocal,national,andglobalissues.Youw
illalso
becomefamiliarwithusingarangeofskillsdrawnfromthesocialstudiesdiscipl
ines, including information gathering and processing, map reading,
critical thinking, and
interpersonal,communication,andpresentationskills.Theseskillswillhelpy
oupro-
motechildren’sgrowthasindividualsandascitizensofPakistanandofanincreasi
ngly interdependent world. You will further develop your instructional
and assessment repertoire and assessmentpractices.
Course outcomes
Student Teachers will be able to:

• Understandthenature,methods,keyconcepts,andskillsinthesocialstudies
disciplines (e.g. history, geography, political science, civics,
anthropology,
sociology,economics)astoolstoeducateforinformed,responsible,andactive
citizenship.
• Developanunderstandingofcurrent,persistent,andcontroversialissues(e.g.
globalwarming,culturaldiversity,universalityofhumanrights)andacquire
theskillstoteachcontroversialissuesintheclassroom.
• Recognizediversityanddifferencesasassetsandlearntoevaluatedifferen
t perspectives andbiases.
• Encourage and promote inquiry and a constructive critical
approachin teachingpractice.
• Engageincriticalreflectiononpersonalexperiences(atuniversityandin
elementarygradeclassrooms)toimprovepractice.
• Develop a repertoire of content and pedagogical knowledge as well as
assessment toolsappropriateforteachingsocialstudies.
Learning and teaching approaches
Theoldadage‘ifallyouhaveisahammer,everythinglookslikeanail’isequallytrue
of teaching strategies. If the only classroom teaching strategy you know is
traditional lecturing, that is the teaching tool you will likely use for all
classroomsituations.
The course will be taught through activities and strategies that:

• develop a sense of curiosity among Student Teachers and an
interestin learningmore
• facilitateStudentTeacherstoconnectwhattheyarelearningtotheirprior
knowledge and to currentissues
• encourage them toinquire
• provideStudentTeacherswiththeopportunitiestothinkcriticallyandcreatively
aboutwhattheyarelearningandtoapplythatlearningtoauthenticsituations.
Semester outline
1 UNIT1: Why teach social studies?
Week # Topics/themes
Introduction to the course
• What are the socialstudies?
1
• Key concepts of citizenshipeducation
• Controversial issues in social studiesteaching
Towards creating a better world
• Why and how to teach controversialissues
2
• Links with social studiessubjects
• Citizenshiprights
The evolution of the concept of human rights
3 • Rights and responsibilities: defining humanrights
• Civil, political, social, economic, and culturalrights
Human rights in education
• Children’srightsandtherighttoeducation
4
• Teaching human rights through the social studiescurriculum
• Universality and indivisibility: are human rightsuniversal?
Unit 1 overview:
Thisunitwillintroducesocialstudiesasmorethanacollectionofsubjectsorgan
ized
forpurposesofefficiency.Thecentralpurposeofsocialstudiesistoprovidetho
ught- fuleducation that encourages active and democratic citizenship.
Student Teachers
arechallengedtoconsiderhowdealingwithcitizenshipinevitablypresentspot
ential
controversies.Theteacher’sroleinhelpingstudentsunderstandandmanagec
ontro- versy isdiscussed.
2 UNIT2: History: people, past events, andsocieties
Definition, rationale, and methods of history
5 • What ishistory?
• Change andcontinuity
Cause and effect
• Multiplecausations
6
• Multiple perspectives and the interpretation ofhistory
• Reflection andreview
Unit 2 overview:
Throughthestudyoftime,continuity,andchange,thisunitenablesstudentstore
cog-
nizeandevaluatedifferentperspectivesandbiasesinhistoricalwriting.Capaci
tiessuch
ascriticalthinking,issueanalysis,andexaminingperspectivesaredevelopedt
oenable themtoimprovehowtheyteachandlearnhistory.
3 UNIT3: Geography: people, places, and environment
Definition and rationale for teaching and learning geography
7 • Key concepts/themes of geography: location, place, human–

environmental interactions, movement, and regions skills required for
teaching and learning geography
Global warming: exploring the issue

• Global warming – a myth orreality?
8
• Controversyaboutthetheoryof,andresponses,toglobalwarming
Unit 3 overview:
Thisunitexaminestheinteractionofhumanswithintheirspatialenvironment
sand the effects these interactions have on the location and development
of place and
region.Theskillsrequiredforteachingandlearninggeographyarealsoinclud
edin thisunit.
4 UNIT4: Culture and diversity
Rationale for the study of culture
9 • The dynamic nature ofculture
• Groups andinstitutions
Society and socialization
10 • Civilization
• Culturaladaptation
Assimilation and acculturation
• Diffusion anddissonance
11
• Multiculturalism and itsimplications
Interdependence
12 • Peace andsustainability
• Understanding peace andconflict
Why peace education?: teaching children the skills to resolve conflicts
• Positive attitudes and skills – empathy, cooperation, anger
13 management, and problemsolving
• Communication andnegotiation
Unit 4 overview:
This unit aims to provide an understanding of culture, diversity, and world
view – in particular, the similarities and differences reflected in various
personal, cultural, racial, and ethnic perspectives. It also includes an
understanding of the interdependent relationship among individuals, societies,
and the environment –locally, nationally, and globally – and the implications
for a sustainable future. Peace concepts and the skills and dispositions for
prevention,management,andresolutionofconflicttobuildmorepeacefulsocietie
sarealso includedinthisunit.
5 UNIT5: Power, authority, and governance
Power, authority, and governance
• Institutionsofgovernment,politicalprocesses,andparticipation
14
• Civil society: individuals, groups, andinstitutions
Unit 5 overview:
This unit provides an understanding of the ideology and power in the
context of
authorityandgovernance.Specifically,theorigins,functions,andsourcesof
govern-
mentpowerandtherolesplayedbyindividualsandgroupsareexamined.
6 UNIT6: Production, distribution, and consumption
Definition of economics and the rationale for teaching and learning it
15 • Conflictbetweenwantsandresources,choice,andscarcity
• Opportunitycost
Economic Systems
• Production and distribution ofwealth
16
• Supply anddemand
Unit 6 overview:
The study of economic concepts, principles, and systems in this unit
enables students to understand how economic decisions affect their lives
as individuals and as members ofsociety.
Web resources
Ifawebsitedoesnotopenwiththewebaddress,tryusingasearchenginetofindt
he topicornameoftheauthorandarticlesuggested.
 www.proteacher.com
This website has teaching ideas, resources, lesson plans, and more
for primary school teachers.
 www.moneyinstructor.com
Thiswebsitehasworksheets,lessons,andactivitiesforteachingmoney,busi
nessand lifeskills.Theideascouldbeusefulforteachingeconomicstopics.
 www.educationworld.com
Thiswebsiteofferseducationalresearchblogs,templates,tutorials,workshee
ts,lesson plans,andarticleswithverygoodideasforteachers.
 www.pbs.org/teachers
Thiswebsiteoffersavarietyofvideosoncultureandsociety,historytopics,sc
ience, andnature.
 www.teachingideas.co.uk
Lesson ideas, plans, activities, and resources for classroom use are available on this site.
 www.learner.org
This site offers teachers professional development as well as classroom
resources and activities across the curriculum.
 www.geography-site.co.uk
Thisisacomprehensivesiteexploringgeographywithonlinelessons,revisio
nsheets, andeasy-to-readinformationaboutgeographytopics.
 www.teachervision.fen.com/diversity/teacherresources/33631.html
Thissiteofferstheresourcesforteachingstudentstorespectdifferencesamong
people intheircommunityandaroundtheworld.
 www.salsa.net/peace/teach/
teachers.htmlThissiteofferspeacetoolsforte
achers.
Textbooks
I. Davies, 100 Ideas for Teaching Citizenship (London: Continuum, 2004).
B.L.DeanandR.Joldoshalieva,‘KeyStrategiesforTeachersNewtoControvers
ial
Issues’,inH.ClaireandC.Holden(eds.),TheChallengeofTeachingControversialIs
sues (London: TrenthamBooks,2007).
Course assignments
Gradedcourseassignmentswillbelistedonaseparatehandout.Theseassignm
ents aredesignedtohelpyouachievethecourseoutcomes.
Grading policy
Gradingforthiscoursefollowstheuniversity’spolicies.Thiswillbeexplaine
dbythe
Instructorearlyinthecourseandwillincludebothcourseworkandexaminati
ons.
EDU Teaching of English -404
Syllabus: Teaching English YEAR/SEMESTER:
Year 2/Semester 4 CREDITS: 3 credits PRE-REQUISITES: successful completion of courses in semesters 1-
3 COURSE DESCRIPTION This three-credit course has been designed to enable prospective teachers to
teach English using an interactive communicative approach to students aged 6 to 13. It will be taught over 16
weeks with three face-to-face sessions per week, making a total of 48 sessions.
.
SEMESTER OUTLINE FOR THE COURSE (6 units / 16 weeks) Unit One: Introduction to Second
Language Acquisition (2 weeks / 6 hours) This unit will cover the first six sessions (two weeks) of the course.
The objective is to give the course participants the background they will need for understanding how human
beings acquire languages and the most influential ESL teaching methods and approaches that have been used
in recent years.
Semester 5
School, Community and Teacher
EDU-501
YEAR/SEMESTER: B.Ed. Elementary (Honors)

VALUE: 2 credits + 1 laboratory credit
PREREQUISITES: Successful completion of Semesters1-3
COURSE DESCRIPTION
The purpose of this course is to provide prospective teachers with a strong foundation for
understanding the relationship between and among teachers, the school and the families and
community that support the school. Basic conceptualizations of institutions that educate and
the role of the teacher in relating to these institutions will be considered. Students will also
explore how cultural, social, and historical forces have shaped understanding of the
relationship teachers have with schools, communities and families in Pakistan. The course
will explore the social context of schooling, examining how the work of teachers is nested
within school and community. It will provide orientation to the process of socialization in
schools and how social factors affect education. Students will have opportunity to build their
ability to put this knowledge into practice in the accompanying 1 credit laboratory by study
of a school and its community, so that as teachers, they can mobilize support for educational
programs and contribute positively to their communities. Practical application of the course
will be emphasized as students explore the teaching and learning within both school and
community. They will identify strategies, practices, and relationships that have proven
fruitful within the contexts with which they are familiar and learn how to identify and
respond to challenges in school, community and teacher relationships. Students will identify
how culture, gender, special needs, equity and equality and collaborative working conditions
affect the school and community.
COURSE OUTCOMES
Prospective teachers will be able to:
 Analyze and describe relationships between teachers, the school and the families
and community that support theschool.
 Identify how the teacher’s role is influenced by social and cultural factors that
affect education in schools and theircommunities.
 Recognize and value diverse cultural, traditional and religious values and learning
needs of their students in school as well as in theircommunity.
 List the social factors affecting education and how it can support the development
of education in the country in general and community inparticular.
 Explain his/her role as a role model for their students in school and in the community
in general.

The teaching and learning in this course is based on the principles of reflective practice,
participatory process, and on critical analysis. Short introductory presentations will be made
by the instructor and/or invited guests, but much of the class time will be spent in discussion
and in group activities; such as role play, presentations, aimed at consolidating
understandings and exploring issues in more depth.
Students will be provided course reading pack and they will be directed to certain readings
including on-line materials. As ready-made material on topics relevant to the course context;
i.e., Pakistani schools and communities, may not be presently available, the students will
also be expected to generate their own readings to share with others. As all students will
come to this
course having attended high schools they will be expected to reflect on their own
experiences of school life especially their roles and relationships as students. Against this
familiar backdrop of their student life they will be expected to project their unfamiliar role as
a teacher in both social and professional context.
SEMESTER OUTLINE
Unit 1: Society, Community and Education
One of the basic purposes of the course is to understand the nested relationships between
school and community and how to capitalize on these relationships for enhancing student
achievement. The prospective teachers need to be introduced to the basic building blocks
of these institutions in order to understand the nature of interaction between and among
these institutions.
 Introduction and overview of thecourse

Week 1:  Introduction of society, community andeducation
 Structures and Functions of community and schools inPakistan
 Impact of education onSociety
Week 2:  Role of education in strengthening Pakistanicommunities
 Review of Unit1
These apparently general topics will be grounded in the personal experiences of the
prospective teachers. Prospective teachers will be asked to draw on examples from their
own regions of birth/ residence. This will help in identifying the social factors affecting
education. It will also bring out the contextual role of schools in supporting the
development of education in the country in general and community in particular.
Unit 2: Understanding Social Interaction in Schools and Communities
It is important for the prospective teachers to understand group dynamics to be able to

appreciate the nature of the nested relationships between school and community for
enhancing student achievement. This theme will expose students to the theoretical bases
and practical importance of communication and interaction between and among
stakeholders.
 Meaning of Social Interaction andsocialization

 Levels of socialinteraction
 Elements of socialinteraction
Week 1: o Socialcontacts
o Communication
o Social attitudes andvalues
 Types of socialInteraction
Week 2: o Cooperation
o Competition
o Conflict
o Accommodation
o Assimilation
 Meaning/types of socialGroups
 Individual / groupbehavior

 Role of school and teacher in developing Social Interaction for
Week 3: peace, harmony and tolerance in Pakistanicommunities.
 Review of Unit2
Prospective teachers and Instructor/s will be invited to bring in local/ regional examples of
working harmoniously with different stakeholders in a diverse cultural, traditional and
religious landscape. The unit will highlight the importance of teachers being able to assess
the learning needs of their students in school as well as in their community
Unit 3: School and Culture
This theme is meant to expose prospective teachers to the concepts of culture ‘within’ school
and ‘outside’ school (in the community) and the interaction of these two cultures as they
impact the relationships between and among stakeholders. The students will be able to
identify how the teacher’s role is influenced by social and cultural factors that affect
education in schools and their communities. The major topics to be covered under this theme
could include thefollowing:
 Main characteristics ofculture

 Elementary concepts ofculture
o Culturaltrait
Week 6: o Culturalcomplex
o Culturalpattern
o Cultural lag
 Culturaldiversity
Week 7:  Culture and cultural elements of Pakistanicommunities

 Role of education and school in protection and transmission ofculture
 Impact of media on school andculture

Week 8:
 Impact of technology on school andculture
 Review of Unit3
Opportunity will be provided to revisit earlier concepts (from themes 1 & 2) to intertwine,
for instance, structures of schools and communities where patterns of social interactions can
create competitive or cooperative and accommodating climate in schools for
marginalizedgroups.
Similarly gender issues and the culture of inclusion/exclusion will also be considered
while discussing structures of both school and community and emphasizing the role of
schools in creating cultural change. The prospective teacher’s role as a role model for
their students in school and in the community in general will behighlighted.
Unit 4: Relationships between School andCommunity
This theme is important for re-conceptualising the place of school in relation to

community. Prospective teachers need to understand the multi-dimensional identity of
school as a social institution which is more than just a place for learning three basic Rs-
reading, writing and arithmetic.
 School as a social, cultural and CommunityInstitution

Week 9: o Effects of school oncommunities
o Effects of communities onschool
210
 School as a hub for communityservices
Week 10:  A critical analysis of effective role of school and teachers
inPakistani communities
 Review of Unit4
211
Discussion will be grounded in students own experiences of schools and their observations
of communities. Students can contribute case studies as discussion material for this unit.
Unit 5: Social Institutions
This unit is important for grounding the theoretical and practical aspects of social
institutions into local realities which students are familiar with. Students will be exposed to
the interrelated and interdependent nature of the beliefs and practices that tie schools,
families and religious institutions.
 Definition and Types of socialinstitutions

 Thefamily
Week 11:
 EducationalInstitutions
 Religiousinstitutions
 Critical analysis of the role of Social Institutions in Pakistanischool.
Week 12:
 Review of Unit5
Discussion will be grounded in students own experiences of their daily

lives. The unit may be covered in 1.5 weeks
Unit 6: Teacher’s Role in School and Community
This is the most important unit of this course where students will identify pre-requisites for
promoting collaborative working conditions in order to promote a culture of inclusion in
schools as well as community. Through conceptualizing their own role as change agent they
will be able to recognize and identify how culture, gender, special needs, equity and equality
issues affect the school and community.
 Teacher as an integral part ofcommunity

Week 13:  Teacher as a change agentin
o Community
o School
 Teacher as role models through their participation in
Week 14: communityactivities
 Effects of teachers and schools on individual and groupbehavior
 Review of Unit6
Students will be invited to consider future aspirations while at the same time grounding
their discussion in experience of school life, especially their recollections of ‘good’
teachers or their role models.
Unit 7: Working Context of Pakistani Teacher
The focus of this unit will be on the non-traditional roles of Pakistani teachers within their
real working context.
212
Week 15:  Teacher as a socialactivist
 Teacher’s leadership roles within and outsideschools.
Week 16:  Teacher’s role in establishing linkage amongstakeholders.

 Review of Unit7
The instructors of this theme need to distinguish traditional roles of

teachers (within the classroom only) from non-traditional roles that go
beyond the classroom, e.g., teacher as a community mobilizer, or social
activist as well as the formal and informal leadership roles that teachers
could perform.
Unit 8: Practical Experience

The concluding unit will be a practical task in the community or
other field experiences as assigned by the course instructor.
There is no standard textbook for this course. The books listed below
should be treated as ‘suggested’ readings that can provide support
material for both students and the Instructor. Chapters will be
assigned chapters when deemed appropriate.
Marshall, L & Rowland, F. (2006).A guide to learning independently,

4th edn, Pearson Longman, French Forest, NSW.
Kotley, S.B, (2008). The Basics of Sociology, Greenwood Press: USA
Bashiruddin, A.&Retallick, J, (eds), (2009). Becoming Teacher

Educators, Aga Khan University- Institute of Educational
Development: Karachi
Hafeez, S, Pakistani Society,
In addition to the above, the following is a list of suggested
213
(recommended) readings that may be used to supplement class sessions
where appropriate:
Abdalla, M.J. &Qureshi, R. (2009). Teacher leadership for school-

based professional development: A case study. In Qureshi, R.
&Shamim, F.(eds) Schools and schooling practices in Pakistan:
Lessons for Policy and Practice, Oxford University Press: Pakistan
Qureshi, R. , Pirzado, P. &Nasim, S. (2007), Schooling in Rural Sindh,

Pakistan, In Qureshi, R. &Rarieya, J. (eds), Gender and Education in
Pakistan. Oxford University Press: Pakistan, pp.126- 146.
Qureshi, R. (accepted for publication). Education for Inclusion: what

would it take to have an inclusive primary school in Pakistan?’
Educational Awakening, Journal of the Islamic University Malaysia.
214
Foundations of Education
EDU-503
CreditHours 3
215
Course Description
This course will focus on the ideological, philosophical, psychological, socio-

economic and historical foundations of education. The major focus will be on
developing an understanding of the participants how different philosophical
theories affect education. The course will also include historical development of
education of the Pakistan. Emphasize will be given on analyzing various
sociological, political, economic and ideological forces that influence the
process of education in our culture context. This course will also be used to
develop the ability in prospective teachers to interpret knowledge within its
historical, philosophical, ideological, and social contexts, which will lead to
produce critical perspectives on education both within, and outside of,schools.
Learning outcome
The students will be able to:

 Explain the important features of foundation of education
 Specify the role of educational thinkers ineducation
 Discuss the modes ofeducation
 Discuss historical development ofPakistan
 Evaluate the issues and problems ofeducation.
Course Outline
Unit 1 Ideological Foundation of Education

1.1. IslamicFoundations
1.2. Islamic concept ofPeace
1.3. Other religions andIslam
1.4. Ideology andteachers
Unit 2 Philosophical Foundations of Education

2.1. Philosophy andEducation
2.2. Main PhilosophicalThoughts
216
2.3. Idealism
2.4. Realism
2.5. `Pragmatism
2.6. Re-constructionism
Unit 3 Psychological Foundations of Education
3.1. Learning andMaturation
3.2. IndividualDifferences
3.3. Self Concept
3.4. AcademicAptitude
3.5. Instructional Strategies andPsychology
Unit 4 Socio-Economic Foundations of Education

4.1. Concept of Society andCulture
4.2. Social Conditions andEducation
4.3. Economic Conditions andEducation
4.4. Politics and Education
Unit 5 Historical Foundations of Education in Pakistan

5.1. Pre-Pakistan Period (712 A.D. toonward)
5.2. Period from1947-1958
5.3. Period From1959-1971
5.4. Period from1972-1979
5.5. Period from 1980 -1991
5.6. Period from 1992 – to date
Unit 6 Aims of Education

6.1. Aims, Goals andObjectives
6.2. Taxonomies of Objectives
6.3. Aims and Objectives of Education inPakistan
Unit 7 Problems and Issues in Education in Pakistan

7.1. Universalization of PrimaryEducation
7.2. Literacy
7.3. Medium ofInstruction
7.4. Diversification ofEducation
7.5. EnvironmentalEducation
7.6. Gender and Education
7.7. Islamiazation ofEducation
7.8. SpecialEducation
7.9.
217
Recommended Book
Canestrari, A. (2009). Foundations of Education. New York: Sage Publications.
218
Eugene, F.P. (2005). Critical issues in education: Anthology of reading. New
York: SagePublications.
Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development. New York:
Sage Publications.
Holt, L.C. (2005). Instructional patterns: Strategies for maximizing students
learning.
Murphy, D. (2005). Foundations/Introduction to Teaching. USA: Allyn&
Bacon, Inc.New York: SagePublications.
Semel, S. F. (2010). Foundations of education: The essential texts. USA:
Routledge
219
Applied Physics-I
PHY-321
220
Basic Maths -2
MTH-112
221
Curriculum Development
EDU-509
222
TitleofCourse CurriculumDevelopment
CreditHours 3
Course Description
This course is intended to orient the prospective teachers about the

principle, process and procedure of curriculum design and
development. The participants will be informed about various
foundations on which the curriculum is based, defining and
delineating the objectives, selection of content, its scope and
outcomes, teaching strategies, curriculum evaluation, design of
instructional materials. This course will also include various
factors that affect the process of curriculum development and
implementation. Students will be provided exposure to various
curriculum development models and theories to enhance their
understanding. The course will be delivered within the context of
existing curriculum and the bodies and procedures adopted for
curriculum development process inPakistan.
Learning Outcomes
At the end of the course, the students will be able to:

 understand the concept ofcurriculum
 aware about the process of curriculum development in
Pakistan
 examine the components of curriculumdevelopment
 differentiate between different types ofcurriculum
 write curriculum objectives in behavioralterms
 state the critical issues, problems and trends incurriculum
223
Course Outline
Unit 01 Introduction to Curriculum

1.1. The definition ofCurriculum
1.2. Various forms ofCurriculum
1.3. Elements of Curriculum: Objectives,
Content selection, Curriculum
implementation, evaluation ofcurriculum.
1.4. Learning experiences and assessment of
studentslearning
Unit 02 Foundations of Curriculum

2.1. Philosophical
2.2. Psychological
2.3. Sociological
Unit 03 Curriculum: Aims, Goals and Objectives

3.1. Distinction between aims, goals &objectives
3.2. Taxonomies of educationalobjectives
a) Cognitive domain
b) Affectivedomain
c) Psychomotordomain
d) Solo Taxonomy of
educationalobjective
s
Unit 04 Models of Curriculum
4.1. TylerModel
4.2. WheelerModel
4.3. DynamicModel
4.4. Skel Beck Model
Unit 05 Designs of Curriculum

5.1. Subject-based
5.2. Activity-based
Unit 06 Process of Curriculum Development in Pakistan
6.1. Curriculum development at elementary
and secondarylevel
6.2. Role of teacher in curriculum
224
development process at variouslevels
Unit 07 Curriculum Change

7.1. Process of CurriculumChange
7.2. Various issues in Curriculum change
Recommended Books:
Beane I.A, Toefer C.F &Alessi S.J (1986). Curriculum Planning &
Development. Boston and Bacon.
225
Farooq, R.A. (1993). Education system in Pakistan. Islamabad: Asia
Society for the Promotion of Innovation and Reforms in Education.
Kelley A.V (1999). The Curriculum: Theory and Practice. London.
Paul Chapman.
McNeil J. D (1990). Curriculum: A Comprehensive Introduction,
(4th.ed) Los Angeles: Harper Collins
th
Murray P. (1993). Curriculum Development &Design,(5
ed),
Sharma R.C (2002). Modern Methods of Curriculum
Organization. NewDelhi:
Comparative Education
EDU -511
226
CreditHours: 3
Course Description
Education system in an country cannot be isolated from the education system of
other countries. Keeping in view the requirement of equivalence in global
world, it is important to compare the education system of Pakistan with other
developing and developed countries. Knowledge about education system of
various countries assist policy maker to reflect on the education in the context of
competition and excellence. It is, therefore, important that the teacher are aware
of the objective, curricula, teacher education, admission criteria and staff
recruitment requirement o+f the education system of developed and developing
countries.
Learning Outcomes:
After studying this course, the students will be able to:

 Describe the meaning and significance of comparative education
 Compare the education systems of selected developed countries
 Compare the education systems of selected developing countries
 Analyze critically the education system ofPakistan
Course Outline:
Unit 01 Introduction to Comparative Education

1.1 Concept of comparative education – meaning, need
andscope
1.2 Purpose of comparativeeducation
1.3 Methods & ComparativeEducation
227
Unit02 Elements of Comparative Education (Both
qualitative and quantitativedimensions)
2.1 Objectives
2.2 Curricula
2.3 Teachingmethodology
2.4 Assessment and evaluation (student
achievement, examinationsystem)
2.5 Facilities
2.6 Educationalstructure
2.7 Administrative and financial setup
2.8 Teachereducation
Unit 03 Comparative View of Systems of Education in Pakistan

3.1 Private andpublic
3.2 Madrassah and formaleducation
3.3 Formal vs. Distance and non-formaleducation
Unit 04 Comparative Education in Developed Countries
4.1 USA
4.2 UK
4.3 Japan
4.4 Singapore
Unit 05 Comparative Education in Developing Countries

5.1 India
5.2 China
5.3 Malaysia
5.4 Pakistan
Unit06 Global Issues in Comparative Perspective

(focusing developingcountries)
6.1. Qualityeducation
6.2. Education ForAll
6.3. Recruitment of teachers at elementary and
secondarylevels
6.4. Admission procedure at higher educationlevel.
Recommended Books:
Isani, and Virk, M.L. (2006) Higher Education in Pakistan. Islamabad: National
Book Foundation.
228
Semester 6
Contemporary Trends and issues in Education
EDU-502
CreditHours: 3
Introduction
Competent teachers are usually knowledgeable in their respective content areas.
Being part of the education system, teachers need to be aware of the
contemporary issues and trends in education. Issues such as population
explosion, HIV/AIDS, Gender Development, sustainable development require a
broad based knowledge approach for teacher preparation. Therefore, a course on
contemporary issues and trends in education is considered significant to develop
an insight amongteachers.
Learning Outcomes
At the end of this course, the students will be able to:
 argueonthepositiveandnegativeimpactoftheinformation
229
explosion
 explore the gap between madrassah and mainstream education
and identify appropriate governmentresponses
 identify barriers to the achievement of universal literacy and how
these may be removed at the locallevel
 discuss the gradually reducing gender disparity in education in
Pakistan and its likelyconsequences
 analyze the relationship between national curriculum structure and
careeropportunities
 consider how best environmental awareness can beenhanced
throughschools
 consider the consequence of the growing privatization of education
Course Outline
Unit 01 Education as a Complex Enterprise

1.1 Diversity of aims andapproaches in
education.
1.2 Variety of philosophicalapproaches to
education.
1.3 Education in different periods andsocieties
Unit 02 Madrassah Education

2.1 Madrassah: origin, aims andobjectives
2.2 Role of madrassah in 21st century
2.3 System of education inmadrassah
2.4 Madrassah reforms inPakistan
Unit 03 Universal Literacy

3.1 Literacy and individualrights
3.2 Factors affecting program for universal
literacy: medium ofinstruction
3.3 Formal and Non formal education:
Advantages and disadvantages
Unit 04 Gender Disparity

4.1 Concept of genderequality
4.2 Factors affecting the status and role ofwomen
4.3 Steps towards reducing genderdisparity.
Unit 05 Population Education:

5.1 Concept of PopulationEducation.
5.2 Factors affecting PopulationEducation.
230
5.3 Impact of Population Growth on National
Development.
5.4 Roles and responsibilities of family, school,
mosque and community in population education.
5.5 Steps towards population planning and welfare.
Unit 06 Environmental Awareness

6.1 Types of pollution
6.2 Causes of pollution
6.3 Environmentaleducation
Unit 07 Privatization of Education

7.1 Government resources and multipledemands
7.2 Need of private sectoreducation
7.3 Challenges of qualityeducation
Unit 08 Information inEducation

8.1 New concept of informationexplosion
8.2 Expanding learningresources
8.3 Information and communication technology
(ICT)literacy
8.4 Technology ineducation
231
Recommended Books
AIOU (2006) Population Education Course MA EPM 584, Islamabad: AIOU.

Badran, M. (2005). The Gender of Islam, Al-Ahram: Cairo.
Haltak, J. (1990). Investing in the Future, Setting Educational Priorities in the
Developing World, Paris, UNESCO. McGraw-Hill Kogakusha.
Ministry of Education, Curriculum Wing (2010), 13 Modules on Various Core
Themes of Population Education, Islamabad.
Modhukar Indira (2003). Changing Demands of Technical and Vocational
Education, Annual Publication New Delhi.
Mohantry, Jagannath. Primary and Elementary Education, Deep & Deep
Publication Private Ltd.
Pakistan, Govt: (2003). Education for All, Ministry of Education Curriculum Wing
Islamabad.
Rao, V. K. (2004). Population Education efficient Printer, New Delhi.
Sylvester, C. (1994). Feminist Theory and International Relation, in Post
Modern Era, Cambridge University Press.
UNESCO, Pakistan(2004). Quality of education inPakistan,
UNESCO Office, Islamabad.
232
Usmani, B. D. (2004). Women Education in 21st Century Annual publication, New
Delhi.
W. H. O. (2005). Emerging Issues in Water and Infections, U.N.O. Publishers,
Philadelphia.
Walt, S. (1992). The Renaissance of Security Students, New York. Colombia Press.
233
Funcational Biology-I
BOT-303
234
Algebra and Trigonometry
MTH-321
235
Educational Psychology
EDU-508
236
Introduction to guidance and counseling
EDU-510
237
edc_guidancecounseling_sept13.pd
1. Guidance and counseling
1._guidance_and_counseling.pd
 Definition
 Types of counseling
2. Guidance and Counseling:

2._guidance counselling.pdf
 Introduction and Definition

 Difference and purposes 2._guidance_and_counselling.pp
 Functions and Characteristics
 Scope and Need of guidance and counseling
 Principles, Types / areas, Organization
 Ingredients and basic components
 Centers and committees
 Tools, techniques and specific requirements
 Roles, qualities and participation of counselor
 Counseling process
 Issues, management and crises
3. Counselling Theories
counseling_theories.pptx
 Counselling Theories
1. Person - centered therapy (Carl Rogers)

2. Relation emotive behavior therapy / Cognitive behavioral therapy
(Albert Ellis)
3. Reality therapy (William Glasser)
 Personality Theories
1. Psychoanalysis (Sigmund Freud )

2. Individual Psychology (Alfred Alder)
3. Erick Erickson
 Learning Theories
1. Classical Conditioning
2. Operant Learning (Stimulus - Response Theory)
3. Social Learning
4. Principles of Counselling:
General Conference Women's Ministries 238 2.ch_3_ppt.pdf
1. Counselling approaches
2. Types of counselling
3. Counselling Plan of Action
4. Issues
5. Chapter # 1: Introduction to
 Psychotherapy
 counseling theories
 Counseling techniques
Instructional and Communication Technology (ICT) in Education

EDU-512
YEAR/SEMESTER: Year 2, Semester 3
DURATION: 2 credits (32 facilitated hours, 64 essential independent study and
practice hours)
PREREQUISITES: Successful completion of Semester 1 and 2 courses including
Computer Literacy in Semester 2
COURSE DESCRIPTION
Information and Communication Technologies (ICTs) in Education is a broad and constantly

changing subject. This course will prepare teachers to understand, use and apply a range of
technologies* and platforms in teaching and learning, in line with international standards.
With the changing face of technologies and related application, this course will primarily
focus on using technologies for learning ‘how to learn’ to cope with change. It will provide
opportunities to prospective teachers to collaborate with students, educators, peers, parents,
and global community using digital tools and resources to support learning, success
andinnovation.
Course topics include supporting policies and guidelines for ICTs integration, computer-
mediated learning, telecommunications and multimedia resources, online teaching and
learning, problems of classroom integration, and computer support for professional
development and administration.
Teachers-in-training will engage with the design and creation of exciting, intellectually
challenging and authentic learning environments in which ICT changes not only what
students learn but also how they learn, as we move forward in the 21st century. Trainees in
this course will examine how ICT might be used to both enhance and transformlearning.
The changing world demands changes in, and quickly learning competencies. The course is
aimed at specifically developing the following competencies in prospectiveteachers:
239
- critical thinking and reflectiveapproach,
- decision-making,
- handling of dynamicsituations,
- multi-tasking
- working as a member of a team, andcollaboratively
- communicating effectively,and
- general ICT competencies enabling professional and day-to-daywork
*(computer/Internet, other audio/video equipment, digital camera, mobile phones, online and
digital resources and tools)
The ADE/B.Ed. (Honours) program aims to develop in its graduates the capabilities and
dispositions to work as engaged professional educators in contemporary knowledge building
communities. Use of ICTs in all courses across the program is highly appreciated to achieve
this end. Focusing on the details of ICTs integration in education would be challenging for
this 2- credit hour course. Therefore, course-extension suggestions and ideas are also
provided at the end of this course guide.
The course comprises (a) an experience-based study of learning with information and
communications technologies (ICTs), (b) a critical examination of pedagogical, technical,
and
240
societal issues arising in the educational use of ICT, and (c) the development and evaluation
of educational applications and resources of ICTs.
COURSE OUTCOMES
1. develop a well-articulated perspective on information and communications technology

in education informed by personal experience and critical examination of computer
resources, curriculum, and educationalpractice.
2. model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research andlearning
3. engage students in exploring real-world issues and solving authentic problems using
digital tools andresources
4. participate in local and global learning communities to explore creative
applications of technology to improve studentlearning
5. promote student reflection using collaborative tools to reveal and clarify
students’ understanding and thinking, planning and creativeprocesses
6. evaluate and reflect on current research and professional practice on a regular basis to
make effective use of existing and emerging digital tools and resources in support of
student learning
7. develop confidence, skill and an attitude to use a range of technologies (radio, video,
computer, digital and online tools, digital accessories, etc.) for instruction and
generating new knowledge for life-longlearning
Teachers-in-training and instructors should integrate this course with other courses and with
their theses or projects; adapt the course to personal interest, knowledge, experience, and
responsibility; and design assignments with sufficient depth and breadth to be useful in other
courses and later work.
Trainees will combine the exploration of educational software and other ICT resources with
the discussion of its application with a critical examination of educational issues that surface
with computer and other ICTs use - issues such as empowerment, the shaping of modes of
thinking, access, control, ownership, role of student and teacher, classroom and school
organization, and professional development.
Throughout the course, electronic mail (email), Google applications, and other tools that
support collaboration will be used to provide continuity of discourse, to increase the
coherence of work, to share information, to discuss issues, and to articulate thoughts about
ICTs ineducation.
The course facilitators will model the use of ICTs to support professional interaction and
learning. The prospective teachers need to be “immersed” in a technology-rich instruction
experience and practice so as to progress on various levels of ICT integration ineducation.
Peer-teaching or peer-instruction would be used regularly as a learning strategy as the

participants of this course specifically, are expected to benefit from it much more than
lecturing or other strategies when it comes to using technologies. Other active-learning
160
supported teaching of skills by using particular content. It should be noted that none of
these halves or session sections should be treated as ‘optional’.
Who should teach this course?

The Methods of Teaching instructor is recommended to take this course, however, team-
teaching is highly recommended. As the course teaches skills using content from different
subjects, team-teaching is expected to have a multiplier effect to enhance learner
achievement. Instructors’ collaboration is also expected to set an example for the trainees to
collaborate.
The instructors are encouraged to co-plan the sessions and use a variety of team-
teaching techniques. Some possible options are where:
 two or more teachers teach the same group at the sametime;
 team members meet to share ideas and resources but generally functionindependently;
 teams of teachers share a common resourcecentre;
 a team shares a common group of students, shares planning for instruction but
team members teach different sub-groups within the wholegroup;
 planningisshared,butteacherseachteachtheirownspecialismortheirownskillsarea to
the wholegroup;
 teamsplananddevelopteaching resourcematerialsforalargegroupofstudentsbutmay or
may not teach them in a classroomsituation.
A commonly observed misconception is that a computer science expert or a computer

literacyinstructor should teach such ICT-integration courses.
However, at a teacher-education level where the purpose is to integrate available ICT
resources and tools, and to develop local content to be used in classrooms, any subject-
expert or a methods teacher is the best person to implement this course. The computer
teacher is expected to support the ‘technical’ and operational issues (like working with a
multimedia projector,
copying files on computer from a digital device, etc.) but s/he wouldn’t be a better judge
than a Child Development instructor to assess the ‘value-addition’ that the use of a video-
resource brought to the understanding of the subject topic (for example, learning disabilities
in children). The bottom-line is ‘it is about education’ and NOT ‘technology’!
Note: It is essential that this course is taught in a computer-lab with broadband Internet
connectivity. As this course is heavily-dependent on ‘functioning ICTs’ for using video and
other resources, head phones and other audio-video and projection equipment need to be
available and functioning ALL the time.
The trainee-practice and study time needs to be organized in the computer lab or
computer- equipped classrooms or other such facilities with Internet connection.
SEMESTER OUTLINE
Unit-1:
Introduction to ICTs, Policy and Other Guidelines for Use of ICTs in Education
( 1 week / 2 hours)
162
Unit Overview
The first unit aims at providing prospective teachers an understanding of ICTs in Education
and the driving forces - i.e., supporting policies and the need. The trainees will get an
overview of National Education Policy for Pakistan and the National Professional
Standards (NTSTP) for ICTs in Education. The trainees would discuss and analyze the
objectives for integrating ICTs in Education to live, learn and work successfully.
Intended Learning Outcomes:

After going through this unit and the suggested assignments, the trainees would
 develop an initial understanding of different types and formats of technologies that
can be used ineducation
 discuss and analyze the way needed teaching and work skills keep changing
withthe demand of theday
 compare and contrast the conventional teaching practices with
technology- supplemented and enhanced instructional and
learningopportunities
Introduction and Guidelines
Week 1:
(2 sessions/2 hours) a. Introduction to the course – ICTs inEducation
b. Pre-assessment for thecourse
c. 21st Century Skills – the need of theday
d. What areICTs?
e. Highlights - National ICTs Strategy for Education
in Pakistan, National Education Policy2009
ICTs Integration, Standards and Competencies for Teachers

Week 2:
(2 sessions/2 hours) a. ICTs Integration – Why and What it means;
objectives; misconceptions
b. ICT competencies forTeachers
c. Highlights - National Professional Standards (NTSTP)
for ICTs inEducation
d. Introduction to electronic Portfolios – setting up forthe
course
Unit 2:
ICTs Integrated into Curriculum and Instruction– (9 weeks / 18 hours)
Unit Overview
This unit provides extensive technology-rich and enhanced instruction experience to the
prospective teachers by giving essential knowledge and allocating several hours of practice
sessions on ICT applications, discussions and analysis of situations how ICTs are exploited
to maximize learning experiences and outcomes. With an understanding of these
requirementsand benefits of multi-channel learning, the prospective teachers could develop
sufficient confidence and skills to design ICT-supplemented instruction, using alternatives
asneeded.
163
Training teachers how to implement technology-enhanced instruction can fail. One of the
reasons is that teachers experience "Information Overload" very easily when it comes to
technology, and they shut down. This unit breaks the ‘tasks’ into small "chunks"
(sessions by technology) coupled with hands-on practice which is expected to lead to
success!
Intended Learning Outcomes:

The trainees will:
 go through technology-rich experiences throughout all aspects of the training
and understand ICTs-integration for a variety of content and
pedagogicalthemes
 develop an understanding of providing video-enhanced learning experiences to
their students
 practice utilizing technology effectively to enhance teaching throughlesson-planning
 analyze, experience and get supported throughpeer-teaching
 compare and contrast the conventional teaching practices with
technology- supplemented and enhanced instructional and
learningopportunities
 develop a technology plan for practicum school and classroom after thorough
analysis ofsituation
Learning through custom-designed/ready-made applications
Week 3: (available on DVDs/CDs – Story of Pakistan, tutorials,
(2 sessions/2 multimedia encyclopedias, etc.)
hours) a. Exploring the custom-designed multimediaresources
b. Instruction using available applications for teaching of
Pakistan Studies/History, Functional English,
Methodsof Teaching,etc.)
c. Lesson planning andreview
Audio, Radio Broadcast and Interactive Radio Instruction
Week 4: (IRI)
(2 sessions/2 hours) a. Power of audio/radio ineducation
b. Using audio/radio/IRI resources for teaching of
different subjects (Functional English, Pakistan
Studies/Islamic Studies, Early Childhood
Education,etc.)
c. Case-studies for extendedreading
Video, animations, movies and television broadcast
Week 5: (Examples for different content/subject and pedagogy areas -
(2 sessions/2 hours) Child Development, Early Childhood Education,
Communication, Geography, Science, etc.)
 Using recorded-classroom videos (Examples for
different subject and pedagogy areas - Child
Development, Early Childhood Educationetc.)
 Using video prompts inclassroom
 Lesson Planning using videoresources
164
(Continued) Video, animations, movies and television
Week 6: broadcast
(2 sessions/2 hours)  Using movies ineducation
 Using video commercials ineducation
 Using split-video technique inclassroom
165
 Documentaries anddiscussions
 Exploiting the potential of television broadcast ineducation
 Case-studies for extendedreading
 Lesson Planning using videoresources
 Lesson Demo andPresentations
Learning through Internet (applications, etc.)
Week 7: (Examples for different content/subject and pedagogy areas
(2 sessions/2 hours) – Teaching of Science, language-development, improving
communication skills, etc.)
a. Concept of globalization –‘Global TeacherCommunity’
b. Onlinetutorials
c. Browsing for a purpose - Seeking and filteringinformation
d. Online tools for communication andcollaboration
e. Introduction to Digital Libraries, archives andeBooks
Learning through Internet /Videos in Education – Revisited
Week 8: a. Interactive Online applications (Google Earth and
(2 sessions/2 hours) Google Maps)
b. Online video resources and video
channels(TeacherTube, YouTube,etc.)
c. Sketchcasting technique and animation in education(Case
Study: The Khan Academy)
Using Digital Camera in Education
Week 9: (Examples for different content/subject and pedagogy areas -
(2 sessions/2 hours) Methods of Teaching, Child Development, Classroom
Management, Practicum, etc.)
a. Power ofPictures/photographs
b. Developing local content using digitalcamera
c. ‘Shoot and share’ - Sharingexperiences
Interactive Games and Puzzles
Week 10: a. Exploring resources and applications, subject-
(2 sessions/2 hours) wise(language, Science, Mathematics,etc.)
b. Digital Applications - From Toys to LearningTools
Trainees to design a storyboard of an educational game;

Or design a puzzle online
Planning for ICTs Integration
Week 11: a. Planning for ICTs Integration (SWOT analysis,
(2 sessions/2 hours) building support networks,etc.)
b. Developing a Technology Plan for Classroom andSchool
c. Barriers for effective ICT use in schools andsuggestions
166
Unit-3:
Collaborative Learning using ICTs (2 weeks – 4 hours)
Unit Overview
ICTs has undoubtedly offered numerous practical advantages by allowing users to overcome
restrictions of time and place, transcending barriers of textbooks and classroom walls,
providing up-to-date resources for teachers and students, supporting a range of individual
learning styles, providing authentic contexts for students and broadening the curriculum.
One of the most promising ways the Internet is being utilised in schools is to participate in
global or collaborative Internet projects and assignments. These projects often involve
students in using the Internet and WWW for research, publishing of Web pages and
communication using chat and e-mail. These project-based learning contexts are motivating
students and providing reallife contexts for successful collaborative learning. In this unit,
students will experience working on collaborative projects and assignments. It is encouraged
that trainees establish contacts with trainees from other institutions in and outside of the
country – as, with technology, there are no boundaries tolearning!
Week 12: Enhancing Opportunities for Collaborative Learning

(2 sessions/2 hours) a. Collaborative projects (using email, Google
Docs/presentations, etc.) – folk tales/cultural
stereotypes, learning about communities, and other
iEARNprojects)
o PakistanStudies
o English/Urdu – Using email or Google Docs to
write a collaborative “Rotating Story”(Project)
o Civics, etc.
b. Using Wikis and Blogs – anintroduction
Unit-4:
ICTs for Life-long Learning and Teacher Professional Development (2 weeks – 4 hours)
Unit Overview
This unit will provide some orientation to the prospective-teachers and teacher educators
about the need for continuous professional development specifically in this age of ever-
changing circumstances – technologically, socially, culturally and economically. This unit
emphasizes the need of life-long-learning as opposed to learning in the initial part of
professional life.
Moreover, this unit focuses on supporting life-long-learning with ICTs. The prospective-
teachers will learn to connect and ‘connect’ to learn!
ICTs for life-long learning and teacher
Week 13: professional development
(2 sessions/2 hours)
d. Why life-longlearning?
e. Planning – an information resource (TL resources on
WWW, Wikipedia, National curriculum,etc.)
f. Learning content andmethods
g. ICT/Collaborative Tools for Teachers
(Emails,discussion groups, chat, mailing lists,
professional forum,etc.)
h. Teaching-learning and assessment tools
167
(templates,lesson plans, worksheets, online tests-
IELTS,etc.)
i. Video/teleconferencing(Skype)
168
j. eLearning and Blended Learning(Introduction)
Week 14: Continued - ICTs for life-long learning and

(2 sessions/2 hours) teacher professional development
Unit-5:
Evaluating ICT Tools and Resources for Use (1 week - 2 hours)
Unit Overview
This unit emphasizes the purposeful and judicious selection of digital resources. As a
teacher would consider different factors while referencing a book, same is the case with
using and referencing any ICT resource, be it a website, a video clip, radio program or an
online puzzle. Prospective teachers will evaluate resources based on several factors
(purposefulness, need, time, cost, presentation quality, instructional value-addition,
usability, context, etc.). Due to time constraints, the types of evaluation for technology
interventions in education (like IRI programs, interactive video, etc.) is not covered in this
unit (for example, formative and summative evaluation, integrative evaluation,etc.)
Evaluating ICT tools and resources (1 week - 2 hours)

Week 15
(2 sessions/2 hours) a. Making decisions on identifying ICT resources: Assessing
quality and usability of ICT resources with the help
ofrubrics
b. Assessing quality of websites and other
Internetapplications, educational games, etc. (Gathering
andanalyzing
information)
Week 16
a. Review
(2 sessions/2 hours)
b. Post-assessment
Course Extension Ideas

 Emerging trends (Virtual schools, Online
Universities, eTutoring,etc.)
 Assistive Technologies (Case Study – Pakistan
Foundation for Blinds; Technologies to assist
SpecialEducation)
 Technologies in other domains of education - Life
Skills, health education, vocational training, preparing-
for-work, etc.)
 Professional Associationsonline
 DigitalLibraries
 Using Wikis andBlogs
 Tools and applications to support distance
education (Moodle, Whiteboards, Elluminate,etc.)
 Cell phones ineducation
 Concept-mapping(MindMap)
169
 Journal of Research on Technology in Education (JRTE,

International Society for Technology in Education (ISTE) -
http://www.iste.org/learn/publications/journals/jrte-old.aspx
 Journal of Technology and Teacher Education (JTATE)
-http://aace.org/pubs/jtate/
 Partnership for 21st Century Skills. 2010. Framework for 21st
Century Learning.http://www.21stcenturyskills.org/index.php?
Itemid=120&id=254&option=com_content&task=view
RESOURCES
Geography
 Google Earth free
download:http://www.google.com/earth/download/ge/agree.html
 Google Earth tutorial:http://earth.google.com/outreach/tutorial_annotate.html
 Google Maps:http://maps.google.com/
 National Geographic Channel:http://maps.google.com/
 Videos – National
Geographic:http://video.nationalgeographic.com/video/playe
r/national-geographic-channel/
Science, History, News, etc. - Discovery Channel

 Videos –
Discover
y
Channel
http://dsc
.discover
y.com
Mathematics, Physics, etc.

Videos – The Khan
Academy
http://www.
khanacade
my.org/
170
English:
English Grammar software free download
http://freesoftwarepc.biz/educational-software/download-free-software-
3d-grammar-english-portable/
GRADING POLICY
A variety of assessments will be used in the course, including mid-
term, lesson planning anddemonstration, collaborative semester project
and final examination.
Semester 7
Introductory Chemistry
CHM-321
171
Introduction to Calculus
MTH-322
172
Data Analysis in Education
EDU-607
173
Research Methods in Education
EDU-609
174
syllabus of Research Methods in Education
Unit1
What is research?
Why research is important in social sciences?
Unit 2
Three world views:
Realism -> Truth is absolute
Constructivism/ Interpretivism -> Truth is individual
Critical theory -> historically using context
Unit3:
Difference of
Facts
Generalization
Concepts
Unit4:
Types of research
 Types by method (Both quantitative & qualitative)
1. Descriptive
2. Experimental
3. Quasi Experimental
4. Co relational
5. Grounded theory
6. Phenomenology
7. Ethnography
8. Case - Study
 Types by purpose
1. Applied research
2. Pure research
3. Action research
175
Unit 5:
Historical research
Types of resources in historical research
Primary resource (first hand)
Secondary resource (already available)
Unit 6:
Reflection
Types of reflection or levels of reflection
Simple reflection
Dialogic reflection
critical reflection
Unit 7:
Measurement Tools
Nomical scale
Ordinal scale
Interval scale
Ratio scale
Unit 8:
Variables
independent variable
176
dependent variable
Unit 9:
Review of Article: How to write review of an article?
About author briefly in particular situation, otherwise only name is enough
1. Points that you agree with
Reason of why you agree
Points that you disagree
Reason of why you disagree
If you don't agree with anything tell why
What else should have been included in the article
Unit 10:
Research Project
Small Scale Research projects on themes under the umbrella of ESD (Education for
Sustainable Development)
In group of three students
Teaching Practice-III
EDU-633
177
Semester 8
School Management
EDU-602
CreditHours 3
Course description
Prospective teachers will learn about best practices of effective classroom

management, how to establish a productive classroom environment, and how to
apply a variety of management techniques to help students become responsible
for their behaviors and choices.They
will learn how to increase student motivation and build positive student-
teacherrelationships.Theywillpracticeanddevelopskillstominimize
178
and prevent classroom and behavior management problems. Prospective teachers
will learn how to manage space, materials, equipment and students during and
between activities and how classroom management is affected by, for example,
availability of resources and space, the age and grade of children, multi-grade and
single grade classes. Prospective teachers will be provided an opportunity to
practice new skills and knowledge about classroom management with peers and
in a school.
Learning Outcomes
On completion of this course trainee teachers will be able to:

 Explain the meaning and concept of classroommanagement
 Demonstrate the establishment of a constructive classroom
learningenvironment
 Apply various management techniques to assist learners to be
responsible for their classroom behavior
 Demonstrate classroom organization to increase student motivation
 Analyze classroom situations to minimize behavioralproblems
 Organize learning within a classroom environment to maximize
available resources and space according to a variety of ages and grade
levels of learnersand
 Evaluate classroom organization in simulated and actual
classroomsituations.
Course Outline
Unit 1 Introduction to classroom management

1.1. Elements of “classroom management” in the context
of elementaryeducation
1.2. Variety of roles of the teacher in managing the
elementaryclassroom
Unit2 Classroom organization to encourage learner

interest and class participation
2.1. The elements of classroomorganization
2.2. Impact/outcomes of various kinds of classroom
organization on studentbehavior
2.3. Classroom activity for managinglearning
2.4. Organizing and managing field trips and class visits
179
Unit 3 Design of the effective learning classroom
3.1. Identifying resources forlearning
3.2. Using displays and visuals for enhancing the
learning environment in theclassroom
3.3. Seating arrangements for learningexperiences
3.4. Physical facilities toenhance the learning
environment
3.5. Evaluating the effective learningclassroom
3.6. Managing the overcrowdedclassroom
Unit 4 Maintaining classroom records

4.1. Record-keeping systems: their establishment
andmaintenance
Unit 5 Incentives and rewards in the classroom environment

5.1. How to maximize student success and
minimize behavioral problems in theclassroom
5.2. Incentive systems in the classroomsetting
Unit 6 Managing Classroom Discipline

6.1. Creating a positive classroom environment for
student responsibility
6.2. Strategies for managing potential disciplinary issues
before they becomeproblems
Assessment Criteria
 Student teachers are able to describe the elements of a positive

classroom environment and explain why they have made the
arrangements they have done (writtenassignment)
 Practical classroom construction of a positive learning environment
 Demonstrate positive classroom management through role plays
andsimulations
 Finalexamination
Recommended Books and Resources

http://712educators.about.com/od/discipline/tp/disciplinetips.htmTop Ten
Tips for Classroom Discipline and Management
http://www.adprima.com/managing.htm
Effective Praise Guidelines
180
181
Test development and evaluation
EDU-604
182
testdeveval_sept13_c.pdf
Unit # 1: Test Development
 Define Test, Measurement, Assessment and Evaluation

 Purpose, Principles and Scope of Tests and Evaluation
 Describe the Concept and Process of test Development
 Theory and Practice of Norm and Criterion referenced Tests
 Role of Performance Assessment in Enhancing the quality of Teaching - Learning
Process
 Importance of Measuring student's interests, attitudes, abilities and creative thinking
 Developing Assessment Tools e.g., Rubric, Rating Scale, Checklist,
 Test Administration
 Item Analysis
Unit # 2: Formative and Summative Assessment
 Describe Formative and Summative Assessment

 Validity and Reliability
 Types of Reliability
 Threats to Validity and Reliability
Unit # 3: Grading and Reporting
 Elementary Statistics (Central Tendency, Mean, Mode, Median, Variability)

 Grading, Reporting and Interpreting Test scores
Unit # 4: Types of tests
 What is Norm referenced test?

 What is Criterion referenced test?
 Difference between these tests
Teaching Practice-IV(Long Term)

EDU-634
183
Research project
EDU-632
Guideline and help for Research Project:
researchproject_sept13_c.pdf
Instruction:
 Students will do research Project individually but can also do research in groups of 2
(As approved by HEC)
 Students should be assigned supervisors to assist them during their research
 Thesis should be written in APA format
After the completion of thesis it should be submitted to supervisor for the preparation of viva.
After viva, if there are any mistakes noted by internal or external supervisor, make sure to
improve your thesis according to it.
Three copies of improved thesis in university pattern binding should be prepared (one for
student, one for supervisor and one for HOD)
Consult your supervisor for matters related to thesis.
184

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Scheme of Studies for B.

YEAR/SEMESTER: Year 1/Semester 1

Part 1: Grammar in context

Part 2: Functional English in use

Study of Selected Text of Holly Quran

Study of Selected Text of Holy Quran

Seerat of Holy Prophet (S.A.W)

Seerat of Holy Prophet (S.A.W) II

Selected Study from Text of Hadith

Islamic Culture & Civilization

Islam & Science

Islamic Economic System

Political System of Islam

Social System of Islam

After completing this course, pre-service teachers/teachers will be able to:

LEARNING AND TEACHING APPROACHES

Unit 1 – Course Introduction (2 weeks/6 hours)

Overview of Growth and Development as a Holistic

Unit 2 – Early Childhood Development (2 weeks/6 hours)

Unit 3 – Elementary School-Age Child Development (3 weeks/9 hours)

The physical, cognitive, emotional, and social development of elementary school-age

Unit 5 – Differences in Development and Special Needs (3 weeks/9 hours)

Child development is influenced by families, society, schools, and teachers influence

SUGGESTED TEXTBOOKS AND REFERENCES

Bredekamp, S. &Copple, C. (eds.) (1999).Developmentally appropriate practice in early

Child Development Institute, http://childdevelopmentinfo.com/

Early Childhood Development (ECD) Pakistan Website: http://www.ecdpak.com/

Encyclopedia on Early Childhood Development: (Available in English and

Howes, C. (2012). Culture and Child Development in Early Childhood Programs:

RCC; ECD Programme.Nurture: Pakistan’s Pioneer Publication on Early Childhood Development.

Search-Institute.40 Developmental Assets for Early Childhood, K-3, Middle Childhood,

Steinberg, L. (1999). Adolescence, fifth edition.McGraw-Hill.

Science I in Semester 1 is followed by Science II in Semester 3. Both courses integrate

After completing this course, student teachers will be able to:

Unit 1: Course Overview

During this unit, prospective teachers will:

2 Basic needs of living things

3 Ecosystems and Habitats

4 Teaching “Populations and Ecosystems” in elementary grades

During this unit, prospective teachers will:

Unit 3: Diversity and Adaptations

7 Teaching “Diversity and Adaptations” in elementary grades

During this unit, prospective teachers will:

9 Constant changes on Earth – rock

10 Teaching “Earth – The Blue Planet” in elementary grades

During this unit, prospective teachers will:

Unit 5: Force and Motion

11 Relationship among force, mass, and motion of an object.

12 Non-linear motion and accelerated motion. (Laws of motion)

13 Teaching “Force and Motion” in elementary grades

During this unit, prospective teachers will:

Unit 6: Properties and Matter

14 Physical properties of matter, including melting point, boiling point,

15 States of matter: solid, liquid, gas (examples of water)

16 Teaching “Properties of Matter” in elementary grades

During this unit, prospective teachers will:

SUGGESTED TEXTBOOKS AND REFERENCES

Target Science - Physics by Stephen Pople

“A science prototype: Rutherford and the atom,” (not dated) retrieved